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 for the 16th Winter Meeting of the ATEM East Japan Branch (Fiscal Year 2025), to be held on Saturday, December 20, 2025.
Dear ATEM Members:
ATEM Higashinihon Chapter will hold a Study Meeting at Kanda Institute of Foreign Languages (Chiyoda-ku, Tokyo, Japan) on December 20 (Sat.), 2025. We are planning on making the meeting Face-to-face (Presentations will be made at the venue, no online presentations). Additionally, real-time streaming is intended for remote participants; however, this may be subject to change depending on the circumstances. Please check the website for the latest details.
We are calling for presentations on English education (language education) that utilize visual and/or audio multimedia, including movies, TV dramas, YouTube, and other similar platforms. Your presentation should focus on class activities, the development of language teaching materials, theoretical or empirical studies, or cross-cultural communication studies, among other topics. We also welcome proposals for workshops on those fields or issues.
Each presentation will be 20 minutes long, with 5-10 minutes of Q&A. (This time may be adjusted depending on the number of presentations and 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 15, 2025
An acceptance notice will be sent via email approximately one week after the application deadline.
We would appreciate it if presenters could arrive at the venue as early as possible to avoid potential networking issues. If you wish to make an online presentation from outside the venue, please inform us at the time of application.
◆Zoom中継:Zoom中継をご覧になる方は、以下のGoogle Formsにて、5月20日(月)23:59までにご登録ください。後日ZoomのURLをお知らせします。 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. https://forms.gle/u3aftdjNQJTvJpNb6
昨年度の3年次のゼミで映画『いまを生きる』(Dead Poets Society, 1989)を使った。伝統(権威)と自由(解放)の対立項について具体的場面に即して考察・指摘させる活動は一定程度できたと思う。権威の象徴=校長 Mr. Nolanの発言のしかたやその内容、生徒の一人 Neilの父親 Mr. Perryの息子に対する発言、場面の構図など様々な指摘もできるだろう。生徒たちは闇に紛れて洞穴で “Dead Poets Society” 「死せる詩人の会」を復活させる。Neilが『夏の夜の夢』のPuck を演じて間もなく亡くなるなど、独特の「暗さ」を感じさせるのは抑圧体制が続くからだが、Neilや彼の周辺の生徒もディスカッションの良い材料になる。教師像というテーマもトピックになり得るだろう。授業実践も踏まえて、この映画でどのような授業ができそうか、再考してみようと思う。
3.13:35 – 14:05 発表2(発表20分+質疑応答10分) Presentation 2 (20 min. presentation + 10 min. Q&A) Comparing the Effects of Serif and Sans Serif Fonts on Reading Accuracy and Speed in Print and Digital Media on Japanese vs. Korean EFL Learners Eric Shewack(Rikkyo University)
In consecutive studies by Shewack (2020, 2023), Japanese L1 EFL learners were presented with reading materials in both digital and print format to determine the influence of typeface (serif vs. sans Serif) on reading speed and accuracy. The results of Shewack (2023) suggest that the Japanese participants process text more efficiently when a serif font is used on print media and a sans serif font is used on digital media. These results align with many previous studies by typographers who suggest that the same fonts are also optimal for native English speakers. Recently, a third study was conducted to explore the implications of font selection and media further on L2 English readers, comparing the results of the Japanese students with their Korean counterparts while considering the influence of native orthography. The research, involving 39 university students from each country, compares the effects of serif and sans serif fonts in both print and digital formats. Results indicated that while Japanese students generally exhibited higher accuracy and faster reading times, both groups showed similar trends in font preferences on specific media. Specifically, reading speed was higher with serif fonts in print and sans serif fonts in digital formats. These findings suggest that font effectiveness in enhancing readability may be consistent across different L1 backgrounds, despite variations in orthographic familiarity. The study underscores the importance of font selection in educational materials for EFL learners, highlighting that appropriate font choices can positively influence reading efficiency regardless of the learner’s native language. The presentation aims to share these results to provide EFL educators insight into font selection when creating classroom materials. ――― 4.14:10 – 14:40 発表3(発表20分+質疑応答10分) Presentation 3 (20 min. presentation + 10 min. Q&A) 「映画字幕翻訳を取り入れた特別授業の実践報告」 守田美子(大妻女子大学)
11:00-11:30受付Registration & 発表者リハ(希望者) Rehearsal for presenters(optional)
11:30-11:35開会挨拶Opening ceremony
11:35 – 12:00発表1(20分 + QA5分) “A Consideration of the Effectiveness of English Language Films usage in the ESL Classroom” SEKIGUCHI, Mio (Nagoya University and University of Maryland, Chubu Chapter) & ZUBIATE, Miguel (Centro de Idiomas de Apaseo el Grande, Mexico)
“A Consideration of the Effectiveness of English Language Films usage in the ESL Classroom”
SEKIGUCHI, Mio (Nagoya University and University of Maryland) ZUBIATE, Miguel (Centro de Idiomas de Apaseo el Grande, Mexico)
Abstract:In recent years, second language education using Internet materials as a tool has become common: Youtube, Nexflix, and other sites offer free or low-cost access to movies, documentaries music videos, and other videos of all genres. Teachers can also create their teaching materials and upload their Youtube videos. In this presentation, we will focus on what kind of teaching materials, especially movies, ESL classes’ students can easily accept and compare them with examples from Japan and the U.S. At first, Zubiate will introduce his experiences as a case of Saddleback High School in the City of Santa Ana in California. The setting condition in this research is that the classes have students of one race in every ESL class. The ESL class in Japan had all Japanese students, while all students in ESL classes at Saddleback High School were from Mexico. Zubiate will consider effective films for English classes to Japanese students through his experiences in California. Sekiguchi will introduce Japanese American movies and novels to Japanese students’ classes. She has several experiences and activities with Japanese-Americans in California and Hawaii. Through our experience, we conclude that the use and application of resources from similar racial backgrounds will help non-native students feel empowered to acquire the English language.
1. 英語の映画/海外ドラマから文頭省略を100例抜き出しなさい。ただし命令文(e.g., Come here) などは主語の省略と見なさないこと(命令文は主語のないものが無標(普通))。 2. 何が省略されているかに基づき分類しなさい。何パターンの文頭省略を確認しましたか? 3. どのパターンの文頭省略を何例見つけることができましたか? 例としてThe Big Bang Theoryの分析結果を紹介します。
引用文献 Carter, R., & McCarthy, M. (2006). Cambridge grammar of English. Cambridge University Press. 渡邊信. (2022). 英語平叙疑問文のバイアス: 一般化と反例の扱い. 『麗澤レヴュー(Reitaku Review)』, 28, 46-52.
(1) Gemma: Tess, your silence indicates what? 『M3GAN/ミーガン』(M3GAN, 2022)<0:30:45> (2) 話し手は聞き手が質問に対する答えを有していると強く確信している。 (3) a. 感情的な発話であり,話し手の驚きや不満,好奇心を表す。 b. 聞き手からの反応をより強く要求し,談話の進行を促すはたらきをもつ。 また,(4)のようないわゆる「クイズ疑問文」との違いについても触れる。 (4) The Striding Man is the log of what sprits company? 『クイズ・レディー』(Quiz Lady, 2023)<1:11:16>
1)JACK: Well, folks, let’s head on down to the lunar excursion module. Follow me. Now, when we get ready to land on the moon…Fred Haise and I will float through this access tunnel… into lunar module. JACK: Okay, we’ll head back up the tunnel now and back into the Odyssey.
<APOLLO 13, 00:47:30>
2) Jehora Begum was a fast runner, racing through rice paddies and splashing through canals.
3) Jehora was shot as she waded through a canal, the bullet lodging near her pelvis.
4) More than anything, the soundtrack of the Rohingya refugee camps is a child’s wheezing cough, followed by a prolonged sniffle.
(The New York Times International Edition, January 13-14, 2018)
5) At 7:49 am local time in Japan the spacecraft touched down on Ryugu, having descended from a stable orbit about 20 kilometers above the surface. … As it gently contacted the surface, the Hayabusa 2 spacecraft should have had a closing speed of just seven centimeters per second. If all proceeded according to plan, a meter-long sampling arm successfully fired a bullet like projectile into the surface, causing up to 0.1 gram of material to be collected in a sample capsule to be transported back to Earth in late 2020.
6) Hayabusa 1’s sample-collecting mechanism did not work as planned, however, with the projectile failing to fire into the surface—although the spacecraft’s thrusters did kick dust up into its collector. (In Search of Life’s Origins, Japan’s Hayabusa 2 Spacecraft Lands on an Asteroid, Scientific American, February 22, 2019)
7. 15:35 – 16:00 発表7 (20分 + QA5分)
「Romeo and Juliet (1968)と若者文化の断層 ― 人種問題への無理解とホモセクシュアルパニックの交錯―」
概要: “What’s the difference?” は、映画『歩道の三人女』(Three on a Match, 1932)において繰り返されている台詞である。まず、幼なじみとの昼食会のシーンにおいて、ヴィヴィアンがたばこを吸うとき、迷信なんて気にしないと言い放つ。次に、船のデッキのシーンにおいて、口説き文句として用いられている。出会って間もないことを気にかけるヴィヴィアンに対して、マイケルはいつ出会ったかは問題ではないと伝え、今を生きるべきだと説く。時間の大切さについては、繰り返し示される時計のショットや、30分ごとに鳴るチャイムの音によっても表現されているといえる。
本発表では2人の登場人物の台詞、“What’s the difference?” に着目し、『歩道の三人女』に描かれるアメリカの迷信や格言を明らかにする。本作の原題とされている迷信、Three on a Matchについては、1940年代の映画『スカーレット・ストリート』(Scarlet Street, 1945)と、『我等の生涯の最良の年』(The Best Years of Our Lives, 1946)においても言及されているため、本作と合わせて論じたい。加えて、時計が効果的に用いられている映画を参照しながら、本作における時間に関する格言について考察することを試みたい。
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)