Elearn 2015 Kona, Hawaii Waikoloa Beach Marriott Resort & Spa, Kona, Hawaii, Oct 20-22, 2015

1. Integration of Technology into EFL
Instruction: A Case Study for Required
English Classes at a Japanese University
E-Learn 2015: World Conference
on E-Learning
Waikoloa Beach Marriott
Resort October 19-22, 2015 Kona,
Hawaii
David L. Brooks, Associate Professor
Kitasato University, Sagamihara, Japan

2. Outline of the session
 Intercultural Domain for EFL
 Rationale of intercultural task-based
approaches
 Process for Implementing ICTB
 Collaborative tools and strategies
• Types of performance tasks
• Examples of collaborative tasks
 Questions and Reflections

3. Teaching and Learning
 Elegantly
simple in
concept
….. but….
 Infinitely
complex in the
reality of it.

4. Cultural Milieu for EFL
Most language students undertake the study
of a foreign language for “reasons which arise
directly or indirectly out the perceived needs
of the community to which they belong” (Tudor,
1996, p. 128)
Consequently, students (and teachers) may
not undertake the learning of English as a
vehicle for real communication and cross-
cultural understanding.
Result an intercultural gap, There will
likely be barriers to communication, and a
schism in the classroom.

5. Learning language
 As fundamental
itself as being
human…
…but…
 It is a living, fluid,
highly personalized
process
…. ultimately
transformational and
without end.

6. Cultures collide in the
classroom
 …..or.. At least they bump into each other
gently.

7. Cultural assumptions:
visible and hidden
What are some of the cultural assumptions or values?
Of the people in the photo
Of the photographer?
Of the institution or country?

8. What’s happening?

9. Intercultural Domain
 Any classroom forms an essential habitat in
the learner’s ecosystem.
 It encompasses the domains of the learning
environment: physical, social, instructional
and psychological.
 However, the EFL classroom adds an
additional dimension – the intercultural
domain – human interaction across cultures
 This affords a new cultural learning
environment that is affected by perceptions
and by the realities of classroom structure,
group processes, classroom climate and
teacher-mediated activities.

10. Fig.1 Content-centered strategy-based EFL curriculum
the complicated interrelationship between a set of essential components identified

11. There is no ideal solution
 …. only an idealized
perception of
learning.
 Just as the face in
the center is a blend
of the ideal
attributes of the six
around it, so too is
the ‘best’ way to
learn languages.

12. Here is my face on that
solution!
 It results from forty
years as an educator,
and twenty years as a
English teacher at a
Japanese university.

13. Intercultural Task-Based Approach
 Most learning tasks involve speaking foremost
(Several forms of oral discourse.)
 The INTERCULTURE is English for International
Communication as it intersects with Japanese
school culture (as well as for Greek, Chinese, or Spanish
learners of EFL / ESL)
 Performing is EMPHASIZED as the main task
goal (for my particular situation) Speaking and Listening
skills have been ignored in Japan compulsory education and the
University Entrance Examinations.

14. Rationale for ICTB approach
(Intercultural task-based)
 A central challenge we face as TESOLs is
the problem of getting students to actually
produce language in a new cross-cultural
(classroom) environment.
 Overcoming barriers inherent in the
monolingual classroom needs a restructured
learning experience.

15. Why ICTB approach?
 By the middle the 21st century, ‘foreign’
language mastery will no longer truly be
needed.
 Just think about what foretells this inevitable
conclusion…..
• Global media presence
• Global economic interdependence
• Computing technology/ artificial intelligence
• Digital and virtual communication tools
• Shrinking planet
• Interconnectivity
• Mega-complexity
So……..

16. The Paradigm Shift
 Instead of foreign language mastery, what
we really need is…..
Intercultural Communicative
Competence

17. Rationale for Metacognitive Inculturalization
 Fact: Whether we recognize it or not, all teachers
employ an explicit, mutually-actualized, teacher-
mediated process for intuitively ‘inculturating’
students into the our own classroom culture.
 Risk: Not being ready for changes
 Aim: I am advocating that both the teacher and
students realize this, plan for it, and collaborate.
 How: It is not simply the natural absorption of a
new culture, normally referred to as acculturation,
but rather a contextual and meta-cognitive cross-
cultural classroom training is advocated. (Brooks, 1999)

18. What is Metacognitive Inculturalization? 1
 Metacognitive inculturization is a theory-
based, yet, practical classroom-focused
instructional approach to cross-cultural
training
 assists language learners in consciously and
unconsciously adapting their own culture
for learning a language (EFL) and
 in acquiring new cultural behaviors to
enhance the communicative environment of
the EFL language classroom.

19. What is Metacognitive Inculturalization? 2
 It can be used to nurture both the
learners’ understanding of the process
and spark their willingness to embark
on a new journey of cross-cultural
discovery and deeper language
acquisition.

20. What is Metacognitive Inculturalization? 3
 To equip EFL learners with a specific
repertoire of individual, pair, small
group, and whole class behaviors for
internalizing new patterns of learning,
cognitive strategies, and, most
importantly, for enhancing
interaction between themselves,
with the target culture,
and with the teacher.

22. How Metacognitive Inculturalization Works
1. Contextual reframing
2. Incorporating old and establishing new
patterns of social interaction
3. Building trust and areas of comfort and
challenge
4. Teaching both communicative instructional
‘content’ tasks and the communication,
intercultural, and learning strategies
5. Reflective assessment of the learning both
the communicative content and the meta-
cognitive content

23. The context is the learning
environment.
 Any classroom forms an essential
habitat in the learner’s ecosystem, but
it is still only one of many habitats.
This habitat is no longer simply a
classroom.

24. 1. Contextual Reframing
The primary method of reframing the traditional
context for classroom learning is re-defining
the nature of the classroom
 through identifying new purposes for the
classroom as a language-learning
environment.
 by introducing a curriculum content
focused on significant and meaningful
issues
by an evaluation system based on
accomplishing real-life objectives using a
task-based performance approach

25. Being a fully actualized learner
in EFL classroom should be
like a journey to another
country - even another habitat.
The Environment / Habitat

26. Cross-Training Environments
 Changing the definition of the
classroom to a wider, global more diverse
set of learning environments (functions)

27. 2. Incorporating old and establishing
new patterns of social interaction
By using social structures and common ways of
organizing behaviors from the students’ common
classroom culture, build up a set of adaptive
communicative learning behaviors.
 Draw upon forms and styles of social
communication they already possess
 Shape these with the students’
awareness and cooperation
 The key is forming and maintaining
culturally-appropriate but evolving
functional groups

28. Re-defining the classroom
 New Purposes
 New Processes
 New Content
 New Activities / Tasks (performance tasks
involving collaborating)
 New Assessment
 New Focus on broader outcomes

29. The Art and Science of Our Profession
＊ Building trust and balancing levels of
comfort (support) with challenge (change)
＊ Teaching both communicative
instructional ‘content’ = language
tasks ….. and the communication,
intercultural, and learning strategies
＊ Reflective assessment of learning ---
both the communicative content and the
meta-cognitive content

30. Studying, planning, and building
are what make great ideas into
an ideology.

31. Instructional practices for an intercultural
approach to task-based learning
1. Selling approach to reluctant speakers.
2. Authentic tasks and meaningful performances for large
classroom groups.
3. Preparing students for success in performance tasks
4. Setting up evaluation (and reflective assessments)
5. A brief demonstration of performance task projects
6. Using technology and varying classroom infrastructure to
maximize and enhance the instructional environment
E-Learn 2015 Kona, Hawaii
October 19-22, 2015

32. One possible approach
 This is only one Model among many.
 It changes the students’ Status or Frame
of Reference
 Make him or her the Explorer, Research,
Philosopher, Scientist…
Learner as Ethnographer

33. Learners as ethnographers
 Ethnography is the systematic observation and description of
how a language community behaves.
 Integration of linguistic and cultural learning can facilitate communication
and interaction (Byram & Fleming, 1998)
• Comparison of others and self to stimulate reflection on -- and critical analysis
of -- one’s own culture and the target culture they are attempting to acculturate
(English)
• An increase in cross-cultural awareness
• A shift in perspective involving psychological processes of socialisation
This approach affects the design and choice of learner
tasks since language learning is part of a richer,
cultural exploration of the target community. (Corbett,
2003)
E-Learn 2015, Kona, Hawaii
October 19-22, 2015

34. Culture and Conversational English
Ethnographic approach to studying and creating ‘model’ conversations.
 Transactional (message / content exchange) vs
Interactional (social function)
 How do conversational patterns vary across cultures?
 Interpreting subtexts (implied meanings) - jokes,
irony, unstated criticism, indirect affirmation or
denial
 Even the most simple conversation can allow for such
explorations.
E-Learn 2015, Kona
October 19-22, 2015

35. Model Conversation Project
 Analyzing language samples
 Collecting exemplars (sample language patterns that
convey important cultural meaning)
 Attention to content but also context, genre and
social interaction elements (discourse analysis)
 Use of communicative strategies - Interactive
listening, compensation, body language….
 Write a typical or ‘model’ conversation based on the
‘data’ collected
 Revise, practice, and perform with reflective
assessments E-Learn 2015, Kona
October 19-22, 2015

36. E-Learn 2015, Kona, Hawaii
October 19-22, 2015
Types of performance tasks
 model conversations
 role-plays
 simulations
 poster talks
 storytelling
 action research
presentations
 pair discussions
 group debate
 making video programs
 speeches (various types)
 dramatizations
 Internet-based
collaborations

37. Here are some classroom
example slides.
Stages of students’
project work

38. If time permits, show next
slides
Check Session TIME
Questions Comments
Experiences
Discussion
David!
OK?Yeah?
Hey, you guys.
It’s your turn.

39. Integration of Technology into EFL
Instruction: A Case Study for Required
English Classes at a Japanese University
E-Learn 2015:
World Conference on E-Learning
Waikoloa Beach Marriott Resort
October 19-22, 2015 Kona, Hawaii
David L. Brooks,
Kitasato University, Japan

Thank you for attending

40. Example of Task Instruction
for a sample project
Topic Speech (or Group Presentation)
Performance Task (project)

41. Topic Speech
 Presentation of Project: Goals, Process,
Strategies, Progress
 Teach these explicitly
 Break down the task & set stage
requirements
• Brainstorming a topic
• The Writing Process (stages)
• Peer Editing and Peer Rehearsal
 Assessment (peer and self-evaluation)

42. Classroom Instruction
Slides used in the Topic Speech Project
The cultural or social context does
matter and SETTING UP one (real or
imaginary) can have a positive benefit
on student learning and achievement.
 UN General Assembly
 Global Climate Crisis Conference
 Medical Therapy Workshop

43. Goals for Giving a Speech
 Gain confidence in public speaking in English
 Learn how to organize a topic presentation
 Share information (in English) to your
classmates “ Teach them something valuable.”
 Improve your self-awareness of audience,
structuring ideas, clarity, manner of speaking

44. Topic Speech Process
 Schedule of the “writing-performing”
process for your Topical Speech
ＵＥ ＤＡＴＥＳ
ASSIGNMENT: DUE June 16 Speech Performance
DUE Brainstorming or Planning （計画書） June 3
Due June 9 Speech Draft (下書き） Performance (発表) June 17
Due: July 1 Final Speech (原稿）and Self Assessment ( 自己評価)
May 20  June 3  June 10
June 17
Develop Topic and StructureDevelop Topic and Structure
Write / Revise SpeechWrite / Revise Speech
Polish Speech SkillsPolish Speech Skills
Performance
Evaluation
Intro to SpeechIntro to Speech
May 27
Model Conversation
Practice (live)Practice (live)
July 1
Self
Assessment

45. nderstand goals
1st
Draft
Plan w/
a tool
Write complete
Speech
Edit Revise
Correct
Practice
Speech Evaluate
Assess/
Reflect
Perform
Process for Success

46. nderstand goals
1st
Draft
Plan w/
a tool
Write complete
Speech
Edit Revise
Correct
Practice
Speech Evaluate
Assess/
Reflect
Perform
Process for Success

47. Criteria for Success
 Organization of Content
• Overall Structure/ Logical development, Transitions /
Emphasis on important points (repetition / stressed)
 Clarity and effectiveness of Presentation
• choice of topic/ focus on it, enough details
• conciseness (to the point), supported with examples,
illustrations, anecdotes or facts,
 Effectiveness of English Language
• Appropriate vocabulary, sentence structure, variety
• Use of language familiar to audience, correctness
 Manner of Speaking / Presence
• Confident, Volume, Speed, Tone, Variation,
• Gestures, Body Control, Use of Props/Visuals
 Audience Awareness
• Interesting to Audience / Appropriate style / Monitoring
audience response / Eye Contact

48.  Organization 構造
• Effective Introduction
• Logical development: main idea and key points are clear
• Clear Transitions
• Effective Conclusion
 Content 内容
• Fulfilled Assignment: 目標を達成 Purpose must be clear.
• Choice of topic was interesting / appropriate
• Developed / supported with reason, examples, details
• Met time limit
• MAIN IDEA: ______________________________________________
 Effectiveness of English Language
 Appropriate vocabulary, sentence structure, grammar
 Use of language familiar to audience, used ‘signal’ words
 Pronunciation / Intonation / Stress-Rhythm
 Spoke fluently, without too much hesitation
 Manner of Speaking (Delivery)
• Maintained Eye Contact
• Use of reading (notes)
• Spoke in natural manner / Spoke loudly and clearly
• Used effective posture, gestures, movement
• Showed awareness of the audience

49. Name
学席 点 Topic:
Organization
• Effective Introduction
• Logical development: main idea and
key points are clear
• Clear Transitions
• Effective Conclusion
• MAIN IDEA:
Content
• Fulfilled Assignment: 目標を達成
• Choice of topic was interesting / appropriate
• Developed / supported with reasons
examples, details
• Met time limit
KEY POINTS:
Effectiveness of English Language
Appropriate vocabulary, sentence
structure, grammar
Use of language familiar to audience,
used ‘ signal’ words
Pronunciation / Intonation /
Stress-Rhythm
Spoke fluently, without too much
hesitation
Manner of Speaking (Delivery)
• Maintained Eye Contact
• Use of reading (notes)
• Spoke in natural manner / Spoke
loudly and clearly
• Used effective posture, gestures, movement
• Showed awareness of the audience
Overall

50. Organizing your topic:
Structure
 Three Part Form
 Main Idea is stated
clearly in the Topic
Sentence
 Develop supporting
ideas (Key points)
 Introduction “Tell them what
you’re going to say, and
Conclusion (“Tell them what
you told them”
 Tell them what you’re going to say,
tell them, and then remind them
what you said.
Introduction
Topic Sentence
1st
Key Point
2nd Key Point
3rd Key Point
Ending
BODY

51. Writing a paragraph
(samples)
Not only is the food different in Europe from Japanese food,
but so are the meal customs and table manners. There are some
important differences between what Europeans do at mealtime. Here
are some useful tips for what Japanese visitors to France and Italy should
and should not deal when eating. In France, arrive on time because this is a
sign of politeness. But in Italy, it is a good idea to arrive just a little late. In
both countries it is polite to bring a gift, for example a bottle of wine or some
sweets. Flowers are also a good gift, but don’t give people red roses
because they express love – the romantic kind.
Also, table manner are important in both countries. For
example, keep the fork in your left hand and the knife in your right.
Remember that it’s not polite to put your elbows on the table. People in
France do not like to see a person take a bit from a large piece of bread.
Instead, you should tear off a smaller piece of bread and bring that to your
mouth to bite. While Italian sometimes hang the napkin from the neck to
keep off sauce stains, the French people keep their napkins in their laps. So
you can see that is helps to know a bit about meal customs before you travel to
Europe.
Topic Sentence
Topic Sentence
Concluding
Sentence
Connecting to
Paragraph before

52. Outline for a speech p.0
Title of your speech
Introduction
Body (Main Idea (Topic
Sentence) and
Presentation of
Supporting Key Points,
examples, reasons, etc)
Ending (Conclusion /
Summary /
Challenge(Appeal)
Introduction
Topic Sentence
1st
Key Point
2nd Key Point
3rd Key Point
Ending
3rd Key Point

53. Sentence Structure
S V
S V O S Vb C
 I like books. I love to read mystery stories. I
like Agatha Christie.
 I like reading. My favorite books are mystery
stories. The best mystery that I ever read in
my life was a book written my own
grandfather. In the this book, the author
describes the life of a young man who has to
face a set of serious challenges that….
Simple
Complex

54. Transitions
 Transitional Expressions
 These words and phrases act as signposts for readers, telling which
direction the writing is about to move in. They usually come at the
beginning of a sentence, where they show how a new thought relates to
what has come before. Some common transitional expressions are
listed below, according to the type of relationship they indicate.
 contrast and qualification--on the contrary, however, in contrast,
still, But, yet, nevertheless, on the other hand
 continuity--besides, furthermore, in addition, also, first , secondly,
to continue, next, similarly, likewise, moreover, indeed, again, in
other words
 cause/effect--thus, therefore, as a result, consequently, hence, for
this reason
 exemplification--for instance, for example, in fact, more specifically,
to illustrate
 summation--finally, in conclusion, to sum up, in brief, lastly, as we
have seen
Making it easier to follow and understand your speech….

55.
 Introduction: “I’d like to tell you about a very interesting
experience I had last summer while travelling in Canada.”  
 “The purpose of my speech today is to give you advice about
how to choose the right part-time job.” “
 Today I am going to talk about ____. I want you to understand /
know / see / THAT/ WHY / HOW ___________________ (“that
it is important to think about your future job and your real
dreams WHILE you are still a college student. “
 SIGNAL words time order / logical order
Making the Purpose Clear

56.
 Be careful when using Online
translation tools -- Simply writing in
Japanese and then doing 自動翻訳
can be very risky.
 Instead, if you insist that you CANNOT
write directly in English, then check your
language word by word or phrase by
phrase
 EIJIRO http://www.alc.co.jp
Making the Meaning Clear

57. Conclusion ＊
(ending your
speech) Bring your speech to a natural close
• Summarize your key points or..
• ( Re-state the Topic Sentence (main idea is
different words – not just repeat)
• Make an appeal or challenge.. And/or
• Bring the listener back to the large picture -
what was the value of what you said for them
 ＊ Not 結論

58. Conclusion
 Use signal phrase to start your ENDING
• All in all,…. In any event, …
• In other words, … In conclusion,…
• To sum up, … In brief, … In short,…
• Indeed,… Therefore, Let me finish by saying/ reminding
you / challenging you/ asking you.
• Sample: Because river conditions can be dangerous, the
wild exciting adventure is only fore the courageous and
experienced. In short, if you are fearless and in good
physical condition, and can react quickly, then river rafting is
the ideal sport for you.

59. Unstressed Words in Sentences
 Most frequent unstressed words are:
a, an, the of , or and, for, to
• Try to hear to listen and repeat to practice
They’re in a hurry. I have an idea.
The books are under the table.
I talked to a lot of people.
She’d like to talk to you. That’s enough for now.

60. Listening for Differences
 Some frequently mis-heard words are:
Negative vs positive (affirmative) forms
• Try to hear to listen and repeat to practice
Those people are
paying attention.
Those people aren’t
paying attention.
The students have worked hard. The students haven’t worked hard.
You can take a break now. You can’t take a break
now.

61. Listening for Stressed and
Unstressed Forms
• Try to hear to listen the differences and repeat to
practice
Can we leave now?
Were the students
angry?
I think they were.
You can take a break now.
You can take a break now.
I’m not sure if we can.
We can leave in a few minutes.
No, I think they were
tired.
You can take a break now.
You can take a break now. You gonna take a break now?

62. Planning Your Presentation
 Planning Your Presentation--Questions You Need to Answer page 1
 When you learn that you are to give an oral presentation, the first step in preparing
for the presentation is to analyze each aspect of your speech and its performance
by answering the following questions, just as you did in planning your written
communication. Once you have done so, you are ready to design, structure, and
organize your presentation so that it will effectively satisfy the constraints that arise
from your consideration of each point.
 Situation
 What situation creates the need for this presentation? Who is involved? What
is the scenario for this situation? (Think about what you want your
classmates to know, understand or believe.)
 Where will I be speaking? What will the presentation look like / setup?
 Audience
 Who is my audience?
 What do I know about my audience's background, knowledge, position in the
organization, attitudes toward me and my subject?
 Purpose
 What is my purpose in giving this oral presentation?
 Is there (should there be) a long-range purpose?
 What is the situation that led to this presentation?
 Given my audience's background and attitudes, do I need to reshape my
purpose to make my presentation more acceptable to my audience?

63. Planning Your Presentation
 Planning Your Presentation--Questions You Need to Answer page 2
 Content - Organization of Ideas
 What issues, problems, questions or tasks are involved in the situation?
 What ideas do I want to include or omit?
 Based on the audience and the context, what difficulties do I need to anticipate
in choosing content?
 Is the structure (logical organization) clear and reasoned?
 Can any ideas be misunderstood and be harmful to the audience’s
enjoyment?
 What questions does the audience want answered?
 Graphics (THESE ARE NOT REQUIRED AND SHOULD BE ONLY ONE or 2)
 What kinds of visual aids will I need to enhance the ideas I will present?
 Which points could be understood better with a visual?
 Where should I use these in my presentation?
 Language and Style
 What kind of tone do I want to use in addressing my audience?
 Is the level of vocabulary and the length / difficulty of the sentences right ?
 What level of language do I need to use, based on my audience's background
and knowledge of my subject?
 What level of effort and motivation to communicate will my audience expect
from me?
 How formal / informal should I be? Will I ask for questions or respond to
comments?

64. Helping the Audience
Understand your Speech p.1
 Use Techniques to Enhance Audience Comprehension
 Because your audience cannot "re-hear" ideas, once you have stated them, look for ways to
help your audience easily follow your ideas: REPETION / EMPHASIS (voice / gesture)
 Make it clear in your INTRODUCTION – your purpose, Main idea (Topic Sentence) and
state briefly the KEY POINTS.
 Be sure you clearly mark (signal) the beginning and end of each point and segment of
your presentation.
 Announce each key point as you come to it. That way, your audience knows when you
have completed one topic and are beginning the next one.
 Allow a slight pause to occur after you have completed your introduction, then announce
your first topic. Use PAUSES to help mark each key idea and supporting point.
 After completing your final topic in the main body of your presentation, allow a slight
pause before you begin your conclusion.
 In the ENDING, restate the PURPOSE / MAIN IDEAS (SUMMARIZE Topic sentennce
and Key points)

65. Helping the Audience
Understand your Speech p.2
 Use Techniques to Enhance Audience Comprehension
 Speak slowly, vigorously, and enthusiastically. Be sure you enunciate your words
carefully, particularly if you are addressing a large group.
 Use gestures to accentuate points. Move your body deliberately to aid you in announcing
major transition points. In short, avoid standing transfixed before your audience.
 Maintain eye contact with your audience. Doing so helps you keep your listeners
involved in what you are saying. If you look at the ceiling, the floor, the corners of the
room, your audience may sense a lack of self-confidence. Lack of eye contact also tends to
lessen your credibility. In contrast, consistent eye contact enhances the importance of the
message. By looking at your audience, you can often sense their reaction to what you are
saying and make adjustments in your presentation if necessary.
 Do not just memorize your presentation, and do not read from notes. KNOW WHAT YOU
WANT TO SAY and PRACTICE SAYING IT WELL BEFOREHAND. Otherwise,
your speech will sound as if you are just reading it. If possible, write type the outline of
your presentation on one sheet of paper. If you do forget what you are going to say, a quick
glance at the OUTLINE will usually refresh your memory. NO OTHER PAPER WILL
BE ALLOWED.

66. Helping the Audience
Understand your Speech p.3
 Use Techniques to Enhance Audience Comprehension
Rehearse your presentation until you are comfortable. Try walking around, speaking each
segment and then speaking aloud the entire presentation. Rephrase ideas that are
difficult for you to say--these will likely be hard for your audience to follow. Be sure to
time your presentation so that it does not exceed the time limit. Keep your presentation
as short as possible. Therefore, avoid adding information to your presentation (and your
outline) as your rehearse.
If possible, record your speech before the presentation day. Listen to yourself -- what you
have said as objectively as possible. As you listen, consider the main issues of audience,
purpose, organization, context, content, and style.
Listen for tone, attitude, and clarity. Is the tone you project appropriate for your audience
and your purpose clear? Is each sentence easy to understand? Are you speaking too
rapidly? Are the major divisions in your presentation easy to hear? Are any sentences
difficult to understand?

67. Related Resources
 Brainstorming: Score WriteDesign
• Graphic Organizers EdTech
http://www.graphic.org/goindex.html
 Finding a topic or issue for a speech
• GRE issues list
http://www.gre.com/issuetop.html
 On-line Writing Resources / Tutorials
• http://www.geocities.com/dbrooks_tokyo/writing.html
 English Grammar/ Usage References
• http://www.refdesk.com/factgram.html

68. Main Idea Question
 What do you think of (about) your own
dream? (Do you really know what your LIFE dream is?)
 What will happen if the tropical rain
forests (of the world) disappear?


69. A Case Study for the Integration of
Technology into Required English
Classes at a Japanese University
E-Learn 2015: World Conference
on E-Learning
Waikoloa Beach Marriott Resort
October 19-22, 2015 Kona, Hawaii
David L. Brooks, Associate Professor
Kitasato University, Sagamihara, Japan

The End

Thank
you
forattending
Thank you for attending.