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.
