題目: The effects of student camera usage in synchronous courses: Student views
発表者:
Ryan Spring (Tohoku University)
Sachiko Nakamura (Chuo Gakuin University)
使用言語：英語
発表概要:
Due to the COVID-19 coronavirus pandemic, many schools suddenly found themselves having to implement online courses. Some studies have shown that for foreign language learning, video synchronous education can be beneficial (e.g. Entzinger et al., 2013; Spring et al., 2019), and others have suggested students who turn on their video cameras during synchronous sessions of non-foreign language classes report better engagement (Park & Bonk, 2007; Giesbers et al., 2013). However, it is still unknown how L1 Japanese students in EFL courses during the COVID-19 crisis react to turning their cameras on during synchronous video online courses. This study conducted a post-course student survey on a class that included students who did and did not turn on their cameras, finding that though most students didn’t mind turning on their camera, some didn’t want to because of feelings of embarrassment or internet trouble. Furthermore, there did not seem to be a strong relation between whether or not students turned on their camera and how much they claimed to have participated in the class. It also revealed that while students don’t mind having some of their courses online, they prefer English classes take place in person.
Q & A 14:20-14:35
第二発表 14:40-15:00
題目: A Study of Be-Verbs Based on Movie and Picture Book Corpus: A Case-Study Research of Developing English Learning Method for Children
発表者: Atsuko Otsuki （Senshu University）
使用言語：英語
発表概要:
We have studied and explored an alternative English teaching method to the conventional rote learning method which may place a high load on English learners. Our study applies a verb-centered approach on teaching English from a linguistic point of view. In this study, we built up a theory that producing a be-verb sentence is difficult not only for small children of English native speaker, but also for English learners of Japan, especially for Japanese elementary school children. To support the theory, we gathered the be-verb data from several English movies and children’s picture books. Be-verbs are polysemous and have the most abstract meaning of all verbs. Logically speaking, this implies that producing a be-verb sentence is difficult for children of both native and non-native English children. Furthermore, Japanese language doesn’t have any words which are equivalent to be-verbs of English. In our presentation, we discuss the semantic and functional roles of be-verbs from the linguistic point of view, show our data of be-verbs from movies and children’s picture book corpus, and examine them. Finally, reconsideration how to teach be-verb sentences to children as a second language in our English classes is suggested.
Call for Presentations at the ATEM Higashinihon Chapter Study Meeting on December 22 (Sun.), 2024
Dear ATEM Members:
ATEM Higashinihon Chapter will hold a Study Meeting at Reitaku University Shinjuku Satelite Campus (Shinjuku I-Land Tower 4F Room 4104, https://www.reitaku-u.ac.jp/about/access/) on December 22 (Sun.), 2024. We are planning on making the meeting Face-to-face (Presentations will be made at the venue, no online presentations). Also, real-time streaming is planned for remote participants, but this is subject to change depending on circumstances, so please check the website for details.
We are calling for presentations on English education (language education) that uses visual and/or audio multimedia including movies, TV dramas, Youtube, etc. Your presentation should focus on class activities, the development of language teaching materials, theoretical or empirical studies, or cross-cultural communication studies, etc. We also welcome proposals for workshops on those fields or topics.
Each presentation will be 20 minutes with 5-10 minutes of Q and A. (This may be adjusted depending on the number of presentations and the related projects. Please note that you will be notified of your presentation request (acceptance or rejection) approximately one week after the application deadline.
We will contact you about the details later.
Application Period: To November 30, 2024
Acceptance notice will be sent by email around a week after the application deadline.
We would appreciate it if presenters could come to the venue as much as possible to avoid possible networking problems. If you wish to make an online presentation from outside the venue, please inform us at the time of application.
When submitting a proposal, please provide the following information by an attached Word file to the ATEM Higashinihon Chapter Office
(ej-seminar@atem.org).
1. Please title your email as “ATEM Higashinihon Presentation Proposal.”
2. Presentation title
3. Name
4. Affiliation
5. Email address
6. Language of presentation
7. Abstract （400 letters in Japanese or 200 to 300 words in English)
We are planning a social gathering following the study session on the day of the event (reservation required). If you wish to participate, please register in advance using the following participation form.[Deadline: Tuesday, September 3rd, 23:59].
“AI Tools in an EGAP Course: The Write Stuff or Cautious Optimism?”
Barry Kavanagh (Tohoku University)
Abstract: This study investigates the potential of AI-based paraphrasing tools in enhancing first-year students’ EGAP (English for General Academic Purposes) skills at a national university in Japan. Seventy students participated in class units focused on paraphrasing and summarizing techniques. Initially, they were tasked with summarizing and paraphrasing two reading passages and completing a survey regarding the perceived difficulty of the activity. The following week, the students repeated the same summarizing and paraphrasing tasks, this time with the assistance of an AI-based paraphrasing tool, followed by a similar survey that included additional questions about their perceptions of the AI tool. The students’ writing, with and without AI tool support, was evaluated for grammar accuracy, clarity, and readability, using Flesch reading-ease scores assessed by an AI writing assistant. Surveys revealed that students found it challenging to change the word order or structure of the original text when paraphrasing on their own, but this largely disappeared when AI paraphrasing technology was used. The primary difficulty encountered with the AI tool was editing the paraphrased output provided by the software. Although the AI tool improved the grammatical accuracy of the student’s writing, it did not enhance readability; readability scores declined as assessed by the AI writing assistant.
概要：国際化の流れと共に実用英語の必要性がこれまで以上に求められている今日、人々の間では特に英会話力を身につけたいという想いが高まっている。自動翻訳機やAIが普及する一方で、人と人との交流も必要だと考えているからだろう。それを物語るように、ネット上には様々な英会話練習ツールが溢れている。そこで本発表では、ネット上での英会話練習法の現況について触れながら、第二言語習得の立場から”インタラクション仮説(Interaction Hypothesis)” Michael. H. Long(1981・1996)の双方向性の英会話授業実践への適用可能性について論じる。次に、英会話授業における学習者と指導者との双方向性のある授業のありかたと学習効果について、フロアーの方々と発表者と一緒に双方向的に議論を進めたい。
”Building Future-Ready Skills through Video-Based Learning”
Manami Sato (Kyoto University of Advanced Science)
Abstract: In today’s rapidly changing world, it is crucial for college students to develop flexible thinking and perspectives. The OECD Education 2030 framework highlights three transformative competencies: creating new value, reconciling tensions and dilemmas, and taking responsibility. These principles, influenced by the OECD Tohoku School Project (2012 – 2014), have also shaped the national curriculum for OECD countries. This presentation explores the integration of 21st -century skills through the use of video materials, focusing on critical thinking, problem-solving, and decision-making, into language education. Using Pearson’s Contemporary Topics 1, whose materials feature lecture videos, as the main textbook, the author demonstrates how these competencies can be effectively taught in English classrooms. The presentation will showcase specific classroom activities, including: 1) a gratitude visit (Seligman et al., 2005); 2) win-win negotiations (Covey, 1988); 3) design thinking (Rowe, 1987); and 4) utilitarianism (Mill, 1861). These activities aim to foster a sense of ownership and a sense of responsibility among students and encourage them to take concrete actions as engaged citizens. By incorporating these themes into English education, students not only enhance their language skills, but also develop as proactive members of society, ready to face the challenge of the 21st century.
<Q&A 15:50-16:00>
16:05-16:25
”What should I research? New and hot topics in teaching English through Multimedia”
Ryan Spring (Tohoku University)
Abstract: Many young researchers and new teachers have difficulty finding areas to research or finding new topics to expand into. As technology progresses and using multimedia in TESOL teaching has become increasingly commonplace, some may wonder what sorts of topics there are left to research. However, in looking at the Association of Teaching English through Multimedia (ATEM) and the changes it has undergone many changes in the past decade, including changing the name from “through Movies” to “through Multimedia,” I feel there several new and exciting possibilities in this field that are currently understudied or not examined in enough detail. Drawing on the rich history of ATEM, which conducts research from cultural, linguistic, and educational perspectives, I outline some of the potential research areas that I see as being increasingly important in the future. I also provide some suggestions on new methods to research the topics and potential pitfalls. Specifically, I suggest that in the area of culture, research could be conducted into the differences in originals and remakes and how the global market has influenced Hollywood, in the area of linguistics, research could examine linguistic change via multimedia and be linked more specifically to SLA, and in the area of education, more work could be done on innovative uses of multimedia and the amount of impact it has on learning outcomes and the use of video materials in testing.
・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ Announcement of Call for Presentations for the 3rd Tohoku Area Special Study Session of ATEM (The Association of Teaching English through Multimedia)
The East Japan branch of ATEM will be holding its 3rd Tohoku area special study session at Sendai Kyoritsu Daiichi Building in September, and we are now starting the call for presentations at this meeting. Please check the details below and apply, or just come to the session if interested.
*Time and Date: Saturday, September 7th, 2024, starting at 1:00 PM (time subject to change) *Place: Sendai Kyoritsu Dai-ichi Building, 5th Floor (5-F) map https://maps.app.goo.gl/nX1H1GTNpxgSLMT56 *Deadline for applying: Saturday, August 10th, 2024
This study session does not have a specifically set theme, so we will be accepting as many applications as we can regarding the use of multimedia and visual media (from videos to movies to music to digital media) and how it can be used in the EFL or foreign language classroom. The three general areas of presentation are: practical classroom application, materials development, and language teaching theory. If you have any questions, please ask through the e-mail provided below.
Presentations should be about 20 minutes long, allowing for about 10 minutes for questions and answers and 10 for changing speakers. To apply to speak at this meeting, please e-mail the following information to Sachiko Nakamura (sachiko.nakamura.b6@tohoku.ac.jp).
*Presentation title (in the language that you will be presenting) *Name(s) of all presenters *The affiliation(s) of all presenters *Contact information (preferred e-mail address and phone number in case of emergency) *Abstract (400 characters or less if in Japanese, or about 200 words in English)
We are planning a social gathering following the study session on the day of the event (reservation required). If you wish to participate, please register in advance using this participation form (Google Form) [Deadline: Sunday, September 1st, 23:59]. https://forms.gle/uY6esVGCQpG34ysh9
You are kindly asked to register through the following Google Forms by May 20 (Mon.) if you would like to join the meeting online (watching the presentations only). You will be informed of Zoom ID & Pass later.
13:00 – 13:15 発表者リハーサル（希望者のみ） Rehearsal for presenters (optional)
13:15 開会挨拶 (Opening)
―――
1．13:20 – 13:40
“Interactive Video-speaking Tests: Possibilities and Challenges”
Ryan SPRING（Tohoku University）
Abstract: Video-based listening tests have recently garnered attention as being potentially better than audio-based listening tests due to the fact that the videos provide better context and result in improved learner engagement and focus (e.g., Wagner, 2010; Zhi, 2013). However, fewer studies have looked at the use of video-based tests that prompt speaking responses. As of 2020, Tohoku University adopted a new, four-skills based EGAP (English for General Academic Purposes) curriculum that requires students to learn a number of speaking skills including discussion participation. However, evaluating discussion can be challenging as the same scenario should be presented to students and the objectivity of grading must be ensured. Furthermore, conducting speaking tests can be very time consuming for teachers. Therefore, Tohoku University has adopted an approach of providing video-prompted speaking questions to ensure that all students receive the same stimulus and will provide similar kinds of responses that can allow more uniform grading. The system also allows the use of Automatic Speech Recognition (ASR) which can be used to provide teachers with transcripts of student responses that can also be used to check for specific keywords, potentially decreasing teachers’ scoring burden. In this presentation, examples and preliminary results are provided with an aim to further refine the systems.
≪Q&A: 13:40 – 13:45≫
―――
2．13:50 – 14:10
「映画『コールドマウンテン』と原作小説の相乗効果による英語力の向上」
塚田三千代（翻訳・映画分析アナリスト）
概要：映画は小説が言葉で描写する情景をイメージ化した映像である。登場人物たちの心底の恐怖や不安を伝える表現を、映画『コールドマウンテン』とその原作小説（Cold Mountain, 2003. By Charles Frazier）を比較して考察した。彼らの心底を表現するために、「if語句」や「if節～」の仮定法で語るセリフ・言葉が、映画では35回、原作小説は1６5回出現する。
“Exploring Optimal Design Strategies for English Audio Materials”
Sachiko NAKAMURA（Tohoku University）
Abstract: Recently, many English learning books have been coming with audio resources. However, there are still not many that pay adequate attention to the design of the audio materials, including the duration of pauses. By incorporating appropriate pause lengths, these audio materials can become more than just tools for checking segmental features (e.g., pronunciation of each word) and suprasegmental features (e.g., intonation and rhythm); they can become more usable for repetition or retention training, wherein learners listen to audio without a script and repeat what they hear during the pauses (Nakata, 2023). English audio materials can be consciously designed to be used more actively, enabling learners to not only acquire declarative knowledge, i.e., knowing about something (DeKeyser, 2020), but to also promote the development of procedural knowledge, which is essential for communicative competence (e.g., DeKeyser, 2020; Nakata, 2023; Suzuki et al., 2023). Moreover, by using “not lengthy” pauses, the audio materials can do more to improve learners’ fluency, as learners need to repeat the audio within a limited time. This presentation explores: 1) common design practices for English audio materials, 2) optimal design strategies for English audio materials, and 3) learners’ responses to optimally designed English audio materials.
If you would like to present and/or join the meeting online, please indicate your name and ATEM chapter. If you are not an ATEM member, please indicate your name and affiliation.
(1) If you don’t mind me asking, when does Your Highness think we’re going home?
『白雪姫と鏡の女王』(Mirror Mirror, 2012) <00:08:37>
この点について，多くの総合英語教材では，Would you mind my[me] …?に代表される人工的な例文と共に「目的格は話し言葉で見られる」といった趣旨の簡単な説明が付されるのみで，その具体的な比率や，典型的な生起パターンなど，その実情が判然としない部分も多い。そこで本発表では，英語会話コーパスの一種である「KUFS映画・ドラマ英語データベース」を利用して，動名詞の意味上の主語における所有格・目的格の交替についてより詳細な分析・記述をおこない，上記の問題をクリアした用例と解説を提示することで，今後の効率的な学習および指導に寄与することを目指す。
Creation of Video Materials for Learning and Retaining Collocational Knowledge
The importance of learning L2 collocations has been well-documented (e.g., González-Fernández & Schmitt, 2015). Despite the significance, mastering collocations poses a challenge for L2 learners, particularly due to the incongruence between L1 and L2 (e.g., Yamashita & Jiang, 2010). To facilitate L2 English learners to learn and retain collocation knowledge, ultimately making it productive knowledge, the development of effective materials is essential. This presentation explores: 1) why video materials are suitable for learning collocations, 2) considerations for creating the material, and 3) how we can create and share video materials with learners using free websites and applications. The text and audio in the material are provided according to the following procedure (the target collocation in this example is “bear a resemblance”):
1. Full sentence (text – English & Japanese, audio – English): “The ancient artifact bears a resemblance to those found in neighboring regions.”
2. Pause for learner repetition
3. Repetition of 1) & 2)
4. First chunk (text – English & Japanese, audio – English): “The ancient artifact”
5. Pause for learner repetition
6. Second chunk (text – English & Japanese, audio – English): “bears a resemblance”
7. Pause for learner repetition
8. Third chunk (text – English & Japanese, audio – English): “to those found in neighboring regions”
9. Pause for learner repetition
10. First chunk (no text information, audio – English)
11. Pause for learner repetition
12. Second chunk (no text information, audio – English)
13. Pause for learner repetition
14. Third chunk (no text information, audio – English)
15. Pause for learner repetition
16. Full sentence (no text information, audio – English)
17. Pause for learner repetition
18. Repetition of 16) & 17)
The learners’ reactions to the material are also introduced in the presentation.
≪Q&A: 14:20~14:25≫
3.14:30-14:50 Christopher R. Cooper (Rikkyo University）
Supporting an English through movies course with an IMDb review corpus
When teaching a course without a textbook, a corpus can be a useful tool
to provide language support to L2 users. Recently, there are an increasing number
of open-source datasets available, providing access to large bodies of texts from
various registers. In the current study an open-source dataset of 25,000 positive
and 25,000 negative online movie reviews was used to provide language support
to university students on an ‘English through Movies’ elective course. AntConc
was used to extract keywords from the positive reviews, using the negative
reviews as a reference corpus, then the opposite was done for negative reviews.
Only giving students a list of words may not be the ideal kind of support, as no
indication about usage is given. Therefore, the ‘order by frequency’ setting was
used in AntConc’s KWIC tool to find frequently occurring phrases and patterns.
Documents were provided to students based on the corpus analysis to help them
write movie reviews, have discussions and give presentations. In addition, several
activities were constructed using the positive and negative language. In this
presentation the keyword extraction process will be explained, and example
materials and tasks will be shared, along with reflections on their use in the
物語は１９３０年代後半のロンドン・ソーホー地区のゴミ捨て場に、白い子猫が人間に捨てられた場面から始まる。そこは‘ジェリクルキャッツ’族が支配する場所である。ミルクバーの文化がある。手品師の奇跡技…鉄道猫のタップ…グリザベラ猫の徘徊…Heaviside Layer 旅への憧憬… 終盤は英国ロンドンのトラファルガー広場に集まって、白石のオベリスクを遠景にライオン像の傍で、仕事もゲームも楽しむ誇り高き猫たちと 「交際するルール」 を、歌唱して閉じる。発表ではミュージカル映画CATSの概要、‘ジェリクルキャッツ’の多様性、原作：T. S. Eliotの “The Naming of Cats”、‘ジェリクルキャッツ’歌唱コンテスト場面の名曲“Memory”を生成する。文化遺産と伝播、等を説明し、JellicleやHeaviside Layerの合成語やWイメージによる言葉遊びの社会風刺も言及する。
≪Q&A: 16:20~16:25≫
6．16:30~16:50 Yoshikazu NISHI（ATEM Hokkaido）
How to make lesson plans for new exam
The Hokkaido public high school entrance exam has already changed dramatically in 2022. Accordingly, the university entrance exam will change radically once again in 2025.
Because we need creative young people in Japan, the Japanese educational ministry wants to improve school lessons now. Therefore, schools must create new, more active lessons to foster a more adaptable workforce. Previously, the world needed young people who had enough knowledge. However, creative people who can think outside the box and adapt quickly are increasingly required.
As a result, school teachers have to change their lessons to encourage this different way of thinking. However, it is very challenging to change our teaching habits.
In this presentation, I would like to do two things.
First, I will show you a real example from high school entrance exams in Hokkaido from 2023. Then, I will explain what makes this a creative exam.
Second, teachers have to adapt their lesson plans for this new type of exam. Therefore, I will demonstrate some ways to encourage student adaptability with examples.
Unlocking the Power of ChatGPT: Navigating the Promises and Perils for Teachers in Second Language Writing assessment
Abstract: The existing body of research within the field of English language education and Artificial Intelligence demonstrates the potential of AI to enhance students’ speaking skills, bolster reading comprehension, and boost motivation. Yet, little emphasis has been placed on the teacher’s viewpoint in the context of AI, and investigations into ChatGPT’s role as a writing assessment tool remain at an early stage of development. This study investigates the promises and perils of ChatGPT in assisting teachers with assessing student academic writing at a Japanese university.
Students were given an agree/disagree essay question based on the TOEFL Independent writing task’s principles that asks them to provide their opinion on a given topic. The teacher graded the student essays with reference to TOEFL’s Independent Writing Rubric. This was followed up with an experiment to assess how ChatGPT would evaluate the essays using the same rubric.
Although ChatGPT followed the evaluation rubric well and showed significant improvement with relevant prompts, mistakes, and occasional disparities between the human rater and ChatGPT were made. Given these disparities, it remains essential to underscore the importance of maintaining a human-centered approach in AI-enhanced formative assessment. ChatGPT can offer valuable support but should not be seen as a complete substitute for the human rater.
<Q&A 15:30-15:40>
15:45-16:05
小泉 勇人（東京工業大学）
“How do civilized human beings participate in destructive, inhumane acts?”ー 映画Experimenter(2015)で学ぶミルグラム実験 ー
英語教育で用いる映画には娯楽性が期待されることも多いが、CLILの観点からは、社会の諸問題や歴史をヴァーチャルに体験する英語教育も可能であろう。例えばヴェトナム戦争（深津、2017）、アメリカ資本主義（横山、2020）、ジェンダーロール（吉村、2022）に注目した内容言語統合型学習の研究が進められてきている中、当発表では社会心理学を主題とする映画Experimenter（2015）に注目する。かつてハンナ・アーレントがナチズムに見た「悪の凡庸さ」を心理実験で実証しようとするStanley Milgram博士の半生を描く本作であるが、本発表の狙いは、これを「ホロコースト」を考える特異な英語テキストとして位置づけることにある。Milgram博士が「第四の壁」を破る場面を取り上げ、その背後を非現実的に徘徊する巨像の表象を論じつつ、慣用句“elephant in the room”の含意を読み解きたい。
<Q&A 16:05-16:15>
16:20-17:20
Ryan Spring (Tohoku University)
Sachiko Nakamura (Tohoku University)
Workshop: How to Make Better Videos for Your Classes Part 2: Camera Proximity
Using video materials in language classes is an effective way for students to learn practical English. We can use movies, dramas, and YouTube videos, but we always need to consider limitations based on copyrights or other legal concerns. And also, it is sometimes difficult to find appropriate videos which include particular points we want to teach in class. Making our own videos can be the solution to those concerns, and many teachers have begun making original videos to contextualize words and phrases for their students. By doing so, we can prepare materials that are specifically tailored to the points our students need to learn. However, if videos are not made well enough, students will lose interest and might become bored with them. In this series, you can learn how to make quality videos using simple tools that most teachers have; a cell phone, a computer, and other simple items. In Part 2, we are going to teach you about camera distance. This will be an active workshop; you are going to shoot a video with your smartphone, learn some tips about camera distance, and re-shoot the same video using what you have learned.
Announcement of Call for Presentations for the 2nd Special Tohoku Area Study Session of ATEM (The Association of Teaching English through Multimedia)
The East Japan branch of ATEM will be holding its second Tohoku area study session at Sendai Kyoritsu Daiichi Building in September, and we are now starting the call for presentations at this meeting. Please check the details below and apply, or just come to the session if interested.
Time and Date: September 23rd (Sunday), from 1:00 PM (not fixed)
Deadline for applying for presentation: August 30th (Thursday)
Acceptable applications: This study session does not have a specifically set theme, so we will be accepting as many applications as we can regarding the use of multimedia and visual media (from videos to movies to music to digital media) and how it can be used in the EFL or foreign language classroom. The three general areas of presentation are: practical classroom application, materials development, and language teaching theory. If you have any questions, please ask through the e-mail provided below. Presentations should be about 20 minutes long, allowing for about 10 minutes for questions and answers and 10 for changing speakers.
To apply to speak at this meeting, please e-mail the following information to Sachiko Nakamura at: sachiko.nakamura.b6 {at mark} tohoku {dot} ac {dot} jp.
Presentation title (in the language that you will be presenting in)
Name(s) of all presenters
The affiliation(s) of all presenters
Contact information (preferred e-mail address and phone number in case of emergency)
Abstract (400 characters or less if in Japanese, or about 200 words in English)
You are kindly asked to register through the following Google Form byJune 30 if you would like to join the meeting online. You will be informed of Zoom ID & Pass later.
https://forms.gle/HpisVbLn3JQiPXfX9
———————————————————–—————————————
13:00-13:15 発表者リハーサル（希望者のみ） Rehearsal for presenters (optional)
[An android Ava in Ex Machina (2014) seduces a young programmer called Caleb into helping her escape from a research facility, but it is unclear how Ava perceives herself. Another AI named “Samantha” in Her (2013) becomes the secretary, advisor, and girlfriend of Theodore (et al.) but her amazing “romantic power” (?) exceeds that of “humans.” The latter ends with a suggestion that Theodore may rediscover his relationship with a “human” woman. Are these films nostalgic in that they suggest the importance of “human” relationships, as Anneke Smelik (2016) says, or is there a possibility of “posthumanism” in Her? This will be a topic for discussion in a class focusing on film studies or cultural studies.]
≪Q&A: 13:40~13:45≫
2．13:50~14:10
塚田三千代（翻訳・映画アナリスト）
『ファンタスティック・ビースト 魔法使いの旅』の授業活用への提言
[“Fantastic Beasts and where to find them, 2016” for the classroom use]
[Newt Scamander travels the world to investigate magical animals. Before publishing the research, he stopped in New York on his way back to London in 1926. He has the purpose of letting thunderbirds rescued in Egypt shortly before being trafficked, lease back into the wild in its natural habitat in Arizona. Inside Newt’s brown leather trunk are Franny and other magical animals, but they pop out and Newt gets involved in an unexpected situation. In the streets of New York, cracks in the ground and buildings collapse, gaseous phenomena occur one after another, and No-Maji (Normal humans) make a fuss saying “witches are to blame” and handing out leaflets. The United States Magical Parliament (MACUSA) is on alert for the arrival of a black hazy object called Obscurus. The film conveys the messages of environmental protection, recovery, career women, racial diversity, and support for individual entrepreneurs. Because it symbolizes a diverse culture, it is applied to the classroom use of the four skills and communication skills.]
≪Q&A: 14:10~14:15≫
3．14:20~14:40
関口 美緒 （名古屋大学・メリーランド大学（UMGC)）
英語・多言語話者の言語スイッチ稼働と言語使用における一考察
[A study on the language switch operation and language usage of English and other language speakers]
[This study will present the results of a study on how language switching works in the brain of native speakers of foreign languages or multilingual speakers when they speak and understand Japanese. The impact on language use and acquisition will be considered in the result.]
Significant Changes in the Hokkaido Public High School Entrance Examinations
Abstract:
In March 2022, the entrance examinations for Hokkaido public high schools changed radically. The entrance exams mainly aimed to check the applicants’ knowledge of school subjects. However, the current exams focus on their thinking process, judgment, and ability to express thoughts rather than just what they know.
A geography exam may be a typical example to show you a new way of testing. The following is a Geography test regarding Senri New Town, built in the 1960s on the outskirts of Osaka. Seeing a lot of data, including graphs, applicants must answer the following questions: Why was Senri New Town built? How was Senri New Town 30 years later? They must read the documents and think and express their thoughts.
The following is an example of an English exam. The applicants must understand information on how to go to the baseball stadium from the hotel. There are four ways: bus, train, taxi, and walking. They have to choose one and write the reasons. High schools want to examine their thinking, judgment, and expression abilities.
I will also discuss the usefulness of smartphones (visual media) for entrance
examination preparation. They can be a good weapon for students to conquer
these kinds of significant changes. I will show you how to use them for the
entrance examinations.
≪Q&A: 15:15~15:20≫
5．15:25~15:45
MCAULAY Alexander （Graduate School of International Social Sciences, Yokohama National University）
Nurturing Creativity through the Use of Image-driven Short Films
Abstract:
Commentators note various benefits when using creative writing with English learners, such as raised critical consciousness (Stillar 2013), increased motivation (Smith 2013), and improved acquisition of grammatical structures (Pelcova 2015). This practice-based presentation will outline how image-driven short films can be successfully utilized in the Japanese university classroom to nurture creativity and introduce students to creative writing. The craft of screenwriting requires the writer to communicate on the page images and information that will be seen on screen. In this presentation, I will briefly explain the concept of visual storytelling. I will then describe a course for university juniors and seniors that makes use of image-driven short films, film clips, and visual storytelling techniques to unlock students’ creativity. I will introduce samples of work done by students on the course.
≪Q&A: 15:45~15:50≫
6．16:00~17:00
＜Workshop: How to Make Better Videos for Your Classes Part 1: Framing＞
SPRING Ryan (Tohoku University)
NAKAMURA Sachiko (Tohoku University)
Abstract:
Video materials are a great way for EFL students to learn practical usage of English. However, we often have particular points we want to teach, and we might (1) not know where to find an appropriate video clip that shows the word in use, or (2) have limitations based on copyrights or other legal concerns. For these reasons, many teachers have begun making their own videos to contextualize words and phrases for their students. Furthermore, creating original videos allows you to prepare teaching materials that are specifically tailored to the skills your students need, which can be extremely beneficial. These days, it is getting easier and easier to make videos as well, since advances in technology provide us with cheap cameras and editing software. However, many of us are not professional videographers, and so the videos we make may not seem as high quality or exciting as professionally made ones. If we don’t do a good job of making our videos, they lose the added visual cues that can help learners when learning words and phrases, and students might soon become bored with them. Therefore, it is in our best interest to make the highest quality videos that we can. In this series, we want to help you to improve your filming ability so that you can provide high quality videos to your students using simple tools that most teachers have; a cell phone, a computer, and other simple items.
In Part 1, we are going to teach you about framing and mise-en-scene. Rather than just talk about it, we are going to have everyone make a simple video with us, learn to plan for shots, make simple story boards, and then we are going to re-shoot the same video using what we’ve learned. We will then compile the examples with editing so that everyone can see the difference. Please join this workshop and get hands-on experience!
You are kindly asked to register through the following Google Form by March 19 in order to join the meeting. You will be informed of Zoom ID & Pass later.
How to demonstrate culture gaps between Asia and America in East Asian language courses
University of Maryland Global Campus (UMGC) offers university classes on U.S. military bases around the world. Recently, UMGC Asia had a three-day faculty workshop by Zoom. The faculty members in East Asian Studies discussed the topic ‘formative/summative assessments for can-do statements’ in a break out room. In this process, all faculty members found culture gap difficulties between America and Asia when they teach languages. The faculty members discussed the importance of cultural behavior and non-verbal expressions in communication. This presentation focuses on Japanese and Korean as representative languages in the Asian community and reports the instructors’ opinions on the virtual classroom. It also reports the results of formative and summative assessments in Japanese and Korean languages.
≪Q&A: 13:25~13:35≫
３．13:40~14:00 Thiri Soe1, Chris Aiezza2, & Ryan Spring1
(Tohoku University1, Miyagi-ken Tomiya-shi BoE2)
Using digital storytelling and project based learning with elementary school EFL learners
Speaking often doesn’t receive enough attention in Japanese EFL classrooms. One way suggested to overcome this in younger learners is the use of digital storytelling and related technology (e.g. Liu et al., 2018), which has been theorized to be engaging and cause students to become more active learners (Ohler, 2013), but has not been tied to specific gains in speaking ability. Another method of encouraging more active speaking is project-based learning (PBL) (e.g. Spring, 2020), although this is generally conducted with older students. This study looks at how a dual method (digital storytelling and PBL) approach to teaching elementary school L1 Japanese EFL students affects speaking ability, and how students react to each of these methodologies, using pre and post speaking tests and surveys. The results of the speaking tests indicate that the use of both digital storytelling and PBL is effective in training young learners’ speaking. Furthermore, the results of the survey show that learners were generally positive towards the digital storytelling, and that a short project can be used as an effective activity to help young students to practice their speaking. It also serves as a starting point for finding the factors that have the most impact on successful speaking acquisition for young Japanese EFL learners.
≪Q&A: 14:00~14:10≫
４．14:15~14:35 Iwasaki Hirosada
(University of Tsukuba)
Retelling semi-academic talks in English classes
The purposes of the presentation are to show (a) how the 1st-year university students’ productive skills can be improved by retelling English semi-academic speeches, and (b) what kind of skills must be learned to cope with problems relating to the activities. This presentation focuses on what kind of collocations are overlooked as well as what measures can be taken to prevent it, and why paraphrasing low-frequency words is important as well as what kind of training is necessary to learn it to the practical level.
The materials used for retelling are TED talks and TED Ed videos both available on the Internet. The research first observed English wording used by student presenters, which showed failure to notice critical collocations and to paraphrase difficult words; this often led to the audience’s misunderstanding. It then shows a step-by-step technique for students to make wording much less difficult, while still keeping the message intact.
The findings are practically effective for those teachers wishing to promote learners’ productive skills in English classes for academic or semi-academic purposes.
Iwasaki, H. (2019). Putting CLIL into practice in a Japanese university context. Proceedings from the J-CLIL TE Seminar. 85-88.
Willis, J. (1981). Teaching English through English: A course in classroom language and techniques. Longman.
≪Q&A: 14:35~14:45≫
５．14:50~15:10 野中辰也
(新潟青陵大学短期大学部)
映画および関連ネット・サイトを利用しての授業実践
[Introducing a Class Using a Movie and Related Web Pages]
大学を含む学校教育の目的の一つに、生涯学習につながる学習スキルを身につけさせるということがあげられる。この目的を目指し、発表者は短大生を対象に、映画『ファインディング・ニモ』とインターネット・サイトInternet Movie Database（IMDb）を利用して、英語を聞き、話し、読む力を養成する演習授業を過去15年ほどに渡って実践している。
This presentation introduces a college-level English class entitled “Learning English with Movies.” The class aims to foster lifelong learning skills for learners and focuses on activities that enhance three English skills such as reading, listening, and speaking. In order to fulfill the aims above, we use an animation film Finding Nemo and a website “Internet Movie Database” (IMDb) in class. The class mainly consists of two parts: reading activities using the website IMDb, and listening/speaking activities using the movie “Finding Nemo.” I would like to share with you the actual activities and their impact on the learners in the presentation.
≪Q&A: 15:10~15:20≫
６．15:25~15:45 小泉勇人
(東京工業大学リベラルアーツ研究教育院)
コロナの時代の英語教育-007映画で学ぶアカデミックライティング
[English Education in The Time of COVID-19: Academic Writing for Film
With regards to online English courses due to the COVID-19 situation in Japan, this presentation focuses on my class in which I teach English academic writing for film analysis to first and second-year university level students. Students learned paragraph writing, structure (Introduction, body paragraphs, conclusion), and block quotation, writing three academic essays more than 800 words each. With the analysis of the students’ learning process in the course, this research argues the importance of using free and prosperous internet resources in distance learning due to the coronavirus. The presentation also discusses how “The National Gallery, London scene” in Skyfall (2012) works to encourage students to use film criticism, screenplay, and other related sources available on the Internet for learning academic writing skills.
題目: The effects of student camera usage in synchronous courses: Student views
発表者:
Ryan Spring (Tohoku University)
Sachiko Nakamura (Chuo Gakuin University)
使用言語：英語
発表概要:
Due to the COVID-19 coronavirus pandemic, many schools suddenly found themselves having to implement online courses. Some studies have shown that for foreign language learning, video synchronous education can be beneficial (e.g. Entzinger et al., 2013; Spring et al., 2019), and others have suggested students who turn on their video cameras during synchronous sessions of non-foreign language classes report better engagement (Park & Bonk, 2007; Giesbers et al., 2013). However, it is still unknown how L1 Japanese students in EFL courses during the COVID-19 crisis react to turning their cameras on during synchronous video online courses. This study conducted a post-course student survey on a class that included students who did and did not turn on their cameras, finding that though most students didn’t mind turning on their camera, some didn’t want to because of feelings of embarrassment or internet trouble. Furthermore, there did not seem to be a strong relation between whether or not students turned on their camera and how much they claimed to have participated in the class. It also revealed that while students don’t mind having some of their courses online, they prefer English classes take place in person.
Q & A 14:20-14:35
第二発表14:40-15:00
題目: A Study of Be-Verbs Based on Movie and Picture Book Corpus: A Case-Study Research of Developing English Learning Method for Children
発表者: Atsuko Otsuki （Senshu University）
使用言語：英語
発表概要:
We have studied and explored an alternative English teaching method to the conventional rote learning method which may place a high load on English learners. Our study applies a verb-centered approach on teaching English from a linguistic point of view. In this study, we built up a theory that producing a be-verb sentence is difficult not only for small children of English native speaker, but also for English learners of Japan, especially for Japanese elementary school children. To support the theory, we gathered the be-verb data from several English movies and children’s picture books. Be-verbs are polysemous and have the most abstract meaning of all verbs. Logically speaking, this implies that producing a be-verb sentence is difficult for children of both native and non-native English children. Furthermore, Japanese language doesn’t have any words which are equivalent to be-verbs of English. In our presentation, we discuss the semantic and functional roles of be-verbs from the linguistic point of view, show our data of be-verbs from movies and children’s picture book corpus, and examine them. Finally, reconsideration how to teach be-verb sentences to children as a second language in our English classes is suggested.
Invitation to the 11th ATEM Higahinihon Chapter Conference (Zoom)
Date & Time: December 20 (Sun.), 2020 13:30-16:00 JST
(Presentations 14:00-16:00)
You are kindly asked to register through the form https://forms.gle/unHbE7vYDXUYsk5J8 by December 18 in order to join the meeting. You will be informed of the Zoom ID and Pass later.
Please enter a few minutes before the beginning of the presentation(s) you plan to attend and indicate your full name (and turn on your video camera if you don’t mind) for security reasons.
*Rehearsal（*Only presenters）13:00-13:20
Opening Remarks13:30
ATEM Higashinihon Chapter General Meeting 13:35-13:55
Presentations 14:00-16:00
（20 minutes for each presentation and 15 minutes for each Q & A）
First Presentation14:00-14:20
Title: The effects of student camera usage in synchronous courses: Student views
Presenters:
Ryan Spring (Tohoku University)
Sachiko Nakamura (Chuo Gakuin University)
Language: English
Abstract:
Due to the COVID-19 coronavirus pandemic, many schools suddenly found themselves having to implement online courses. Some studies have shown that for foreign language learning, video synchronous education can be beneficial (e.g. Entzinger et al., 2013; Spring et al., 2019), and others have suggested students who turn on their video cameras during synchronous sessions of non-foreign language classes report better engagement (Park & Bonk, 2007; Giesbers et al., 2013). However, it is still unknown how L1 Japanese students in EFL courses during the COVID-19 crisis react to turning their cameras on during synchronous video online courses. This study conducted a post-course student survey on a class that included students who did and did not turn on their cameras, finding that though most students didn’t mind turning on their camera, some didn’t want to because of feelings of embarrassment or internet trouble. Furthermore, there did not seem to be a strong relation between whether or not students turned on their camera and how much they claimed to have participated in the class. It also revealed that while students don’t mind having some of their courses online, they prefer English classes take place in person.
Q & A14:20-14:35
Second Presentation14:40-15:00
Title: A Study of Be-Verbs Based on Movie and Picture Book Corpus: A Case-Study Research of Developing English Learning Method for Children
Presenter: Atsuko Otsuki （Senshu University）
Language: English
Abstract:
We have studied and explored an alternative English teaching method to the conventional rote learning method which may place a high load on English learners. Our study applies a verb-centered approach on teaching English from a linguistic point of view. In this study, we built up a theory that producing a be-verb sentence is difficult not only for small children of English native speaker, but also for English learners of Japan, especially for Japanese elementary school children. To support the theory, we gathered the be-verb data from several English movies and children’s picture books. Be-verbs are polysemous and have the most abstract meaning of all verbs. Logically speaking, this implies that producing a be-verb sentence is difficult for children of both native and non-native English children. Furthermore, Japanese language doesn’t have any words which are equivalent to be-verbs of English. In our presentation, we discuss the semantic and functional roles of be-verbs from the linguistic point of view, show our data of be-verbs from movies and children’s picture book corpus, and examine them. Finally, reconsideration how to teach be-verb sentences to children as a second language in our English classes is suggested.
Q & A15:00-15:15
Third Presentation15:20-15:40
Title: A Corpus-Based Investigation of a Low-frequency Vocabulary Item from the Viewpoint of an EFL/ESL Dictionary Development
Presenter: Goro Yamamoto（Hosei University）
Language: Japanese
Brief description:
This presentation focuses on the semantic extension of a low-frequency vocabulary item for the purpose of EFL/ESL dictionary development. Giving an overview of the prominent features of Wisdom 4th, an English-Japanese dictionary published in 2019, a promising way to enrich the contents of a modern EFL/ESL dictionary will be discussed particularly focusing on the corpus-based investigation of the semantic extension of ‘snowflake’.
