G240 Okada, Y.,Ito, T., & Sawaumi, T. (2015, November). Effects of Observing Model Video Presentation on Japanese EFL Learners’ Oral Performance. GLoCALL 2015 International Conference, Daejeon, South Korea.
G240 Okada, Y.,Ito, T., & Sawaumi, T. (2015, November). Effects of Observing Model Video Presentation on Japanese EFL Learners’ Oral Performance. GLoCALL 2015 International Conference, Daejeon, South Korea.
developing and integrating courseware for oral presentations into esp learnin...changluchieh
This document summarizes a study that developed and integrated an online courseware for oral presentations into an English for Specific Purposes learning context. The study aimed to help 85 university students in Taiwan improve their English presentation skills. Students used the courseware independently for 2 hours per week over 6 weeks. Assessment results showed that senior students performed better than sophomores on speech tests. A questionnaire also indicated that students were generally satisfied with the self-study approach using the courseware and felt it improved their vocabulary, grammar, and presentation layout skills. However, the summary reflects that the study could have provided more details on how it trained listening skills and explanation of courseware content.
G224 Okada, Y., Sawaumi, T., & Ito, T. (2014, December). Different effects o...Takehiko Ito
G224 Okada, Y., Sawaumi, T., & Ito, T. (2014, December). Different effects of sample performance observation between high and low level English learners
The Sixth CLS International Conference, December 4-6, 2014, Singapore, 394-413
Thank you for the feedback. I will be sure to thoroughly clean the desks from now
on. Please let me know if you have any other concerns.
Anna: Okay, great. I'm sure you'll improve. Let me know if you have any other questions.
Keep up the good work otherwise!
Rene: Thank you, I will.
Clip 3
Anna: Hi Rene, how are you? Do you have time for a quick chat?
Rene: Yes, of course.
Anna: Great. So it's been about 3 months now. Overall your work has been excellent. The
clients are very happy with your work.
Rene: Thank you.
classroom-based assessment in vietnam - VLAS 2017anh vu
This document discusses a study investigating classroom-based assessment practices of English teachers in Vietnam. The study found that (1) classroom assessments are tightly controlled by testing regulations, focusing mainly on discrete grammar and vocabulary tests (2) teachers use primarily multiple-choice formats due to constraints, though some younger teachers employ diverse tasks (3) obstacles preventing teacher autonomy in assessment include large class sizes, curriculum loads, and emphasis on high-stakes exams. While teachers believe assessment impacts learning, they feel unable to change practices given system demands.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
This document discusses embedding ESOL (English for Speakers of Other Languages) instruction across subject areas. It provides examples of how to design tasks that support both language and subject area learning using selected teaching materials. Guidelines are provided for subject teachers on how to effectively use materials to embed language development, explaining how the teacher should use the materials and for what purpose.
TKT is a new test that aims to increase teachers' confidence and career prospects by focusing on core teaching knowledge for teachers of English as a foreign language. It tests knowledge in three modules that cover the language of teaching, methodologies, lesson planning, classroom management, and using resources. TKT can be taken at any stage of a teaching career by pre-service or practicing teachers and provides a framework for teaching qualifications offered by Cambridge English.
developing and integrating courseware for oral presentations into esp learnin...changluchieh
This document summarizes a study that developed and integrated an online courseware for oral presentations into an English for Specific Purposes learning context. The study aimed to help 85 university students in Taiwan improve their English presentation skills. Students used the courseware independently for 2 hours per week over 6 weeks. Assessment results showed that senior students performed better than sophomores on speech tests. A questionnaire also indicated that students were generally satisfied with the self-study approach using the courseware and felt it improved their vocabulary, grammar, and presentation layout skills. However, the summary reflects that the study could have provided more details on how it trained listening skills and explanation of courseware content.
G224 Okada, Y., Sawaumi, T., & Ito, T. (2014, December). Different effects o...Takehiko Ito
G224 Okada, Y., Sawaumi, T., & Ito, T. (2014, December). Different effects of sample performance observation between high and low level English learners
The Sixth CLS International Conference, December 4-6, 2014, Singapore, 394-413
Thank you for the feedback. I will be sure to thoroughly clean the desks from now
on. Please let me know if you have any other concerns.
Anna: Okay, great. I'm sure you'll improve. Let me know if you have any other questions.
Keep up the good work otherwise!
Rene: Thank you, I will.
Clip 3
Anna: Hi Rene, how are you? Do you have time for a quick chat?
Rene: Yes, of course.
Anna: Great. So it's been about 3 months now. Overall your work has been excellent. The
clients are very happy with your work.
Rene: Thank you.
classroom-based assessment in vietnam - VLAS 2017anh vu
This document discusses a study investigating classroom-based assessment practices of English teachers in Vietnam. The study found that (1) classroom assessments are tightly controlled by testing regulations, focusing mainly on discrete grammar and vocabulary tests (2) teachers use primarily multiple-choice formats due to constraints, though some younger teachers employ diverse tasks (3) obstacles preventing teacher autonomy in assessment include large class sizes, curriculum loads, and emphasis on high-stakes exams. While teachers believe assessment impacts learning, they feel unable to change practices given system demands.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
This document discusses embedding ESOL (English for Speakers of Other Languages) instruction across subject areas. It provides examples of how to design tasks that support both language and subject area learning using selected teaching materials. Guidelines are provided for subject teachers on how to effectively use materials to embed language development, explaining how the teacher should use the materials and for what purpose.
TKT is a new test that aims to increase teachers' confidence and career prospects by focusing on core teaching knowledge for teachers of English as a foreign language. It tests knowledge in three modules that cover the language of teaching, methodologies, lesson planning, classroom management, and using resources. TKT can be taken at any stage of a teaching career by pre-service or practicing teachers and provides a framework for teaching qualifications offered by Cambridge English.
Using phones for & of oral skills developmentTon Koenraad
Presentation of an exploratory pilot project on using mobile devices for assessment of and for oral EFL skills at the PechaKucha session of the TISLID 2014 conference in Avila, Spain
This document summarizes an action research project conducted to improve the sentence construction skills of 4th grade pupils in a Malaysian school using the "WH-questions" technique. Pre- and post-tests were used to assess the pupils' skills before and after being taught to construct sentences using WH-questions templates like "Who do you see?" and "What do you see?". The results showed that all pupils improved their scores after the intervention, with some doubling their original scores, demonstrating that the WH-questions technique was effective for improving their sentence construction abilities.
The document introduces the Teaching Knowledge Test (TKT), which tests candidates' knowledge of language concepts, language use, and the background and practice of language teaching. The TKT consists of three modules that can be taken together or separately, with each module containing 80 objective questions. No teaching experience or qualifications are required to take the TKT, but candidates should have at least an intermediate level of English. The TKT Course aims to introduce readers to key teaching concepts, examine teaching approaches and activities, share resources for teachers, and provide opportunities for professional development. The TKT Course is intended for anyone looking to take or prepare for the TKT, those in teacher training programs, and teachers looking to improve their knowledge.
This document provides information and instructions for administering placement tests to help teachers determine the appropriate level for students in the World Link English language learning program. It includes a placement test, oral placement test, and writing placement test, as well as guidelines for scoring and recommended levels. Teachers can choose which tests to use based on their program's focus and needs. The tests are designed to place students in the appropriate level of the World Link series or recommend a higher level series if beyond World Link.
The document summarizes the results of a survey about the use of grammar in school conducted with 22 English teachers. The main findings are:
1. The teachers strongly agreed that the formal study of grammar is essential for mastery of a foreign language.
2. Intensive repetitive exercises and explicit instruction of grammar rules were seen as effective teaching methods.
3. Grammar practice was seen as crucial, and best done both orally and in writing.
4. Teachers preferred to correct student errors to raise awareness rather than ignoring them.
5. Most teachers felt prepared to teach grammar and enjoyed doing so due to prior training improving their skills and confidence.
Here presentation is about the students who are facing difficulties in "EAP" module in Sri Lanka Institute of Information technology IN Year 1 semester 2.
SMART teaching 3.0: A mobile-based open platform for English teachers' profes...heyoungkim
This document describes the SMART Teaching 3.0 platform, a mobile-based open platform for English teachers' professional development in Korea. The platform was a two-year nationally funded project that provides online learning through short videos of lessons from expert English teachers on a range of topics. It aims to address gaps in teacher training for Korean English teachers by offering self-directed, mobile-accessible resources focused on practical classroom techniques. The platform includes video clips categorized in four menus on skills like reading, vocabulary, and level-differentiated teaching, as well as interviews and panel discussions.
The document discusses the Teaching Knowledge Test (TKT), an internationally recognized certification for English language teachers. TKT has three modules that test teachers' knowledge in different areas of English language teaching without assessing language skills. It can be taken one module at a time and reports results on a pass/fail basis. The document provides details on the content and format of the modules, who TKT is for, and resources for preparing including Cambridge ESOL and Pearson TDI interactive online materials.
The document discusses testing in language learning. It defines testing as checking results and evaluating skills and achievement. Authentic assessments consider long-term learning experiences, while artificial tests include standardized exams. The purposes of testing are to determine placement, diagnose problems, and check progress. Authentic tests should reflect curricula, enhance learning, promote equity, and involve valid and reliable processes. Common test types include placement, diagnostic, achievement and proficiency exams. Effective testing involves preparing fair, valid, clear and easy-to-grade exams. Current major language exams assess skills in TOEFL, IELTS and Cambridge exams.
The study investigated the effect of using photos from authentic videos as advance organizers on listening comprehension in an elementary level Chinese class. 61 students were split into control and experiment groups. The experiment group received word descriptions with corresponding photos while the control group only received word descriptions. Results showed photos significantly improved listening comprehension for 3rd graders and showed a borderline significance for 5th graders. Student surveys and interviews found photos were very helpful in comprehension. Younger, less proficient students benefited most from the visual support photos provided.
The document discusses a study on the perspectives of teachers in Thailand on teaching English as an international language based on Thailand's Basic Education Core Curriculum from 2008. The study interviewed 20 teachers to determine their views on the curriculum's language learning indicators and whether they caused problems in lesson planning. Most Thai teachers found the indicators too broad and complicated to apply effectively, while foreign teachers did not consider the indicators at all. The indicators were seen as having a negative effect on teaching English communication skills by many of the teachers.
This document discusses various English placement tests used internationally and within Malaysia to assess students' English proficiency levels. It describes tests such as the Cambridge Placement Test (CPT), Oxford Online Placement Test, TOEFL, IELTS, and MUET used in Malaysia. These tests measure abilities in reading, listening, grammar, and vocabulary and place students in appropriate ability levels and courses. Placement tests benefit students by allowing them to study at their level and complete language requirements for university in a timely manner through grouped proficiency levels.
Research in Distance Education:
from present findings to future agendas. Evaluation and Assessment strand presentation.
Dr Wayne Morrison
External Laws Programme
Proficiency Development through a Hybrid Course with e-Tandems Gabriel Guillén
E-tandems remains peripheral to the foreign language curriculum (O’Dowd, 2010, 2013), in spite of the proliferation of Language Learning Social Networks and research findings showing learners’ linguistic progress in tandem learning. Similarly, recent studies have shown that students taking hybrid courses reach comparable levels of oral proficiency to those taking traditional courses (Blake, 2008; Rubio, 2012). This study measures linguistic development through a 10 week hybrid course of intermediate Spanish with an e-tandem component, in contrast with a traditional Spanish course. Results showed similar overall proficiency development for both groups and a greater improvement in sentence mastery for hybrid students.
Track 3. Evaluation in education and guidance
Authors: Carmen García Berdonés, Francisco David Trujillo Aguilera and Juan Carlos Tojar Hurtado
https://youtu.be/A3pyiyRDY6k
Which test of which english and why (1)TayyibaHanif
Which test of which English and why by Tayyiba Hanif and colleagues. It is a very important topic in World Englishes. This material help you a lot in understanding the topic. Thanks!
Introducing "knowledge readings": Systems engineering the pedagogy for effect...CIT, NUS
By Joseph Kasser.
This presentation shows that by a slight modification to the current concept of operations of a class in which the students provide the lecture rather than the instructor, the learning experience can be more effective. The modification is called ‘knowledge readings’ which:
Allow students to exercise cognitive skills at levels 3-6 of the upgraded version of Blooms’ taxonomy.
Provide a better learning experience, since learning for the purposes of presentation is a good way of ensuring retention of the knowledge.
Easily identify if students understand the knowledge being taught in the session.
Demonstrate that different people perceive information differently.
Enable the instructor to correct misinterpretations as they arise.
Provide students with the opportunity to practice presentation skills and obtain feedback on content and style.
The major contribution of this presentation is the use of systems engineering to combine the modified Bloom’s taxonomy (Overbaugh and Schultz, 2013) with the often quoted learning pyramid developed in the 1960’s at the National Training Laboratories, Bethel, Maine (Lowery, 2002), and the earlier Dale Cone of Experience (Dale, 1954).
Using e-feedback in large classes in a business writing courseIATEFL BESIG
The document summarizes using computer-mediated e-feedback in a large business English writing course. It describes the course context, objectives, components, and constraints of large class sizes and limited time. It discusses using Moodle to provide writing tasks and instructor e-feedback. Feedback addressed content, organization, mechanics, and vocabulary. A student survey found that most felt the general e-feedback was sufficient and helped improve their writing and learning.
Self reflection tools for teaching practice | #iatefl2019Eleni Symeonidou
These tools can be used to aid the self-reflection process after a teaching practice. The first four are encourage prioritization whereas the final two encourage a deeper evaluation on the impact and relation between certain points in a lesson. The first page of each tool is used for self-reflection and the second is used to evaluate the self-reflection thus encouraging the development of reflective metaskills.
Competition Gurukul is the brain Child of IIT Delhi & NSIT Aluminums to help the Students for preparing the competitive exams in the innovation way by classroom coaching & online Mode.
www.competitiongurukul.in
Call: 9015596280, 9313565406
Using phones for & of oral skills developmentTon Koenraad
Presentation of an exploratory pilot project on using mobile devices for assessment of and for oral EFL skills at the PechaKucha session of the TISLID 2014 conference in Avila, Spain
This document summarizes an action research project conducted to improve the sentence construction skills of 4th grade pupils in a Malaysian school using the "WH-questions" technique. Pre- and post-tests were used to assess the pupils' skills before and after being taught to construct sentences using WH-questions templates like "Who do you see?" and "What do you see?". The results showed that all pupils improved their scores after the intervention, with some doubling their original scores, demonstrating that the WH-questions technique was effective for improving their sentence construction abilities.
The document introduces the Teaching Knowledge Test (TKT), which tests candidates' knowledge of language concepts, language use, and the background and practice of language teaching. The TKT consists of three modules that can be taken together or separately, with each module containing 80 objective questions. No teaching experience or qualifications are required to take the TKT, but candidates should have at least an intermediate level of English. The TKT Course aims to introduce readers to key teaching concepts, examine teaching approaches and activities, share resources for teachers, and provide opportunities for professional development. The TKT Course is intended for anyone looking to take or prepare for the TKT, those in teacher training programs, and teachers looking to improve their knowledge.
This document provides information and instructions for administering placement tests to help teachers determine the appropriate level for students in the World Link English language learning program. It includes a placement test, oral placement test, and writing placement test, as well as guidelines for scoring and recommended levels. Teachers can choose which tests to use based on their program's focus and needs. The tests are designed to place students in the appropriate level of the World Link series or recommend a higher level series if beyond World Link.
The document summarizes the results of a survey about the use of grammar in school conducted with 22 English teachers. The main findings are:
1. The teachers strongly agreed that the formal study of grammar is essential for mastery of a foreign language.
2. Intensive repetitive exercises and explicit instruction of grammar rules were seen as effective teaching methods.
3. Grammar practice was seen as crucial, and best done both orally and in writing.
4. Teachers preferred to correct student errors to raise awareness rather than ignoring them.
5. Most teachers felt prepared to teach grammar and enjoyed doing so due to prior training improving their skills and confidence.
Here presentation is about the students who are facing difficulties in "EAP" module in Sri Lanka Institute of Information technology IN Year 1 semester 2.
SMART teaching 3.0: A mobile-based open platform for English teachers' profes...heyoungkim
This document describes the SMART Teaching 3.0 platform, a mobile-based open platform for English teachers' professional development in Korea. The platform was a two-year nationally funded project that provides online learning through short videos of lessons from expert English teachers on a range of topics. It aims to address gaps in teacher training for Korean English teachers by offering self-directed, mobile-accessible resources focused on practical classroom techniques. The platform includes video clips categorized in four menus on skills like reading, vocabulary, and level-differentiated teaching, as well as interviews and panel discussions.
The document discusses the Teaching Knowledge Test (TKT), an internationally recognized certification for English language teachers. TKT has three modules that test teachers' knowledge in different areas of English language teaching without assessing language skills. It can be taken one module at a time and reports results on a pass/fail basis. The document provides details on the content and format of the modules, who TKT is for, and resources for preparing including Cambridge ESOL and Pearson TDI interactive online materials.
The document discusses testing in language learning. It defines testing as checking results and evaluating skills and achievement. Authentic assessments consider long-term learning experiences, while artificial tests include standardized exams. The purposes of testing are to determine placement, diagnose problems, and check progress. Authentic tests should reflect curricula, enhance learning, promote equity, and involve valid and reliable processes. Common test types include placement, diagnostic, achievement and proficiency exams. Effective testing involves preparing fair, valid, clear and easy-to-grade exams. Current major language exams assess skills in TOEFL, IELTS and Cambridge exams.
The study investigated the effect of using photos from authentic videos as advance organizers on listening comprehension in an elementary level Chinese class. 61 students were split into control and experiment groups. The experiment group received word descriptions with corresponding photos while the control group only received word descriptions. Results showed photos significantly improved listening comprehension for 3rd graders and showed a borderline significance for 5th graders. Student surveys and interviews found photos were very helpful in comprehension. Younger, less proficient students benefited most from the visual support photos provided.
The document discusses a study on the perspectives of teachers in Thailand on teaching English as an international language based on Thailand's Basic Education Core Curriculum from 2008. The study interviewed 20 teachers to determine their views on the curriculum's language learning indicators and whether they caused problems in lesson planning. Most Thai teachers found the indicators too broad and complicated to apply effectively, while foreign teachers did not consider the indicators at all. The indicators were seen as having a negative effect on teaching English communication skills by many of the teachers.
This document discusses various English placement tests used internationally and within Malaysia to assess students' English proficiency levels. It describes tests such as the Cambridge Placement Test (CPT), Oxford Online Placement Test, TOEFL, IELTS, and MUET used in Malaysia. These tests measure abilities in reading, listening, grammar, and vocabulary and place students in appropriate ability levels and courses. Placement tests benefit students by allowing them to study at their level and complete language requirements for university in a timely manner through grouped proficiency levels.
Research in Distance Education:
from present findings to future agendas. Evaluation and Assessment strand presentation.
Dr Wayne Morrison
External Laws Programme
Proficiency Development through a Hybrid Course with e-Tandems Gabriel Guillén
E-tandems remains peripheral to the foreign language curriculum (O’Dowd, 2010, 2013), in spite of the proliferation of Language Learning Social Networks and research findings showing learners’ linguistic progress in tandem learning. Similarly, recent studies have shown that students taking hybrid courses reach comparable levels of oral proficiency to those taking traditional courses (Blake, 2008; Rubio, 2012). This study measures linguistic development through a 10 week hybrid course of intermediate Spanish with an e-tandem component, in contrast with a traditional Spanish course. Results showed similar overall proficiency development for both groups and a greater improvement in sentence mastery for hybrid students.
Track 3. Evaluation in education and guidance
Authors: Carmen García Berdonés, Francisco David Trujillo Aguilera and Juan Carlos Tojar Hurtado
https://youtu.be/A3pyiyRDY6k
Which test of which english and why (1)TayyibaHanif
Which test of which English and why by Tayyiba Hanif and colleagues. It is a very important topic in World Englishes. This material help you a lot in understanding the topic. Thanks!
Introducing "knowledge readings": Systems engineering the pedagogy for effect...CIT, NUS
By Joseph Kasser.
This presentation shows that by a slight modification to the current concept of operations of a class in which the students provide the lecture rather than the instructor, the learning experience can be more effective. The modification is called ‘knowledge readings’ which:
Allow students to exercise cognitive skills at levels 3-6 of the upgraded version of Blooms’ taxonomy.
Provide a better learning experience, since learning for the purposes of presentation is a good way of ensuring retention of the knowledge.
Easily identify if students understand the knowledge being taught in the session.
Demonstrate that different people perceive information differently.
Enable the instructor to correct misinterpretations as they arise.
Provide students with the opportunity to practice presentation skills and obtain feedback on content and style.
The major contribution of this presentation is the use of systems engineering to combine the modified Bloom’s taxonomy (Overbaugh and Schultz, 2013) with the often quoted learning pyramid developed in the 1960’s at the National Training Laboratories, Bethel, Maine (Lowery, 2002), and the earlier Dale Cone of Experience (Dale, 1954).
Using e-feedback in large classes in a business writing courseIATEFL BESIG
The document summarizes using computer-mediated e-feedback in a large business English writing course. It describes the course context, objectives, components, and constraints of large class sizes and limited time. It discusses using Moodle to provide writing tasks and instructor e-feedback. Feedback addressed content, organization, mechanics, and vocabulary. A student survey found that most felt the general e-feedback was sufficient and helped improve their writing and learning.
Self reflection tools for teaching practice | #iatefl2019Eleni Symeonidou
These tools can be used to aid the self-reflection process after a teaching practice. The first four are encourage prioritization whereas the final two encourage a deeper evaluation on the impact and relation between certain points in a lesson. The first page of each tool is used for self-reflection and the second is used to evaluate the self-reflection thus encouraging the development of reflective metaskills.
Competition Gurukul is the brain Child of IIT Delhi & NSIT Aluminums to help the Students for preparing the competitive exams in the innovation way by classroom coaching & online Mode.
www.competitiongurukul.in
Call: 9015596280, 9313565406
G219 Nahoko Kitakaze Takehiko Ito Takayo Inoue (2014, September,). GENDER DI...Takehiko Ito
1) This study examined the effects of rape supportive attitudes and educational interventions on judgments of guilt in a mock rape trial experiment with 70 Japanese college students (35 male, 35 female).
2) Participants read one of five educational materials and completed questionnaires assessing rape myths and guilt judgments both before and after reading.
3) For men, high rape supportive attitudes interacted with the educational materials, such that men with high rape myths were more likely to judge the defendant guilty after reading. For women, the educational materials significantly affected guilt judgments regardless of rape myth levels.
Technology systems inherit and reflect the values of their creators, serving to normalize pre-existing social attitudes. While digital platforms allow greater control and surveillance, freedom of expression requires protecting offensive speech. The document discusses how technology can enhance social biases like slut shaming through values embedded in technological systems from their earliest conceptions.
G247 Kodaira, T., & Ito, T. (2016, July) Psychological approach to Tojisha Ke...Takehiko Ito
G247 Kodaira, T., & Ito, T. (2016, July) Psychological approach to Tojisha Kenkyu studies of people with mental illness. Poster presentation in ICP2016 p.197 07/25 16:30-17:30 PS25P-14-14
R021 Kilborn, K., & Ito, T. (1989). Sentence processing strategies in adult b...Takehiko Ito
R021 Kilborn, K., & Ito, T. (1989). Sentence processing strategies in adult bilinguals. In B. MacWhinney & E. Bates. (Eds.), Cross-linguistic studies of language processing. New York : Cambridge University Press. pp.257-291.
Similar to G240 Okada, Y.,Ito, T., & Sawaumi, T. (2015, November). Effects of Observing Model Video Presentation on Japanese EFL Learners’ Oral Performance. GLoCALL 2015 International Conference, Daejeon, South Korea.
G273 Okada, Y., Sawaumi, T., & Ito, T. (2017, September). Effect of model vid...Takehiko Ito
This document summarizes a research study that investigated the effect of model video viewing order on Japanese EFL students' speaking performance. The study showed student performances before and after viewing either more or less proficient speaker videos. Results found that viewing less proficient models first followed by more proficient models improved students' speaking skills the most according to peer evaluations. Qualitative reflections also indicated students learned from comparing different proficiency levels. The replication study results were consistent with previous research, suggesting viewing a progression of model proficiency levels can effectively help develop EFL speaking skills.
G267 Okada, Y., Sawaumi, T., & Ito, T. (2017, July). Impact of model video ob...Takehiko Ito
Abstract:
Video recording has long been used in foreign language education to study learners’ performance and to improve their language skills. Recent studies show that viewing not only their own recordings, but also those of other students, enhances students’ motivation for language learning. This is our third replication study, in which we examined how model video observation affected the quality of students’ oral performances, using model videos of non-native speakers of English. The participants were 31 Japanese students enrolled in English communication courses at a university in urban Tokyo. In Spring 2016, 19 students (Class 1) were shown recordings of exceptional and average model videos prior to delivering their second and third presentations, respectively; in Fall 2016, 12 students (Class 2) were shown the model videos in the opposite order. Self- and peer evaluations were conducted, following each of the students’ three presentations, and analyzed in conjunction with responses to an open-ended questionnaire. The results indicated no significant effect on the self-evaluation scores in either class, while the third presentation was rated significantly higher by peers than the second presentation for Class 1. These findings disagreed with our previous replication research, where students who had observed the average models before exceptional ones were rated higher in the third presentation, suggesting that the model observation sequence had an impact on students’ oral performance. The current study showed counter-intuitive results, considering our experiences in routine EFL settings. Further elaborated quasi-experimental design will be discussed, including the examination of the validity of dependent variables.
This project examined the impact of different multimedia designs in instructional videos. An eye-tracking machine recorded learners while they were shown a slide presentation alongside a video of the instructor. Learners frequently switched between the video and slides, on average every 2.4 seconds. Speakers who gestured, repeated keywords, or began new points often sparked these switches. The switch patterns were evaluated using Multimedia Learning Theory to determine what they might reveal about the cognitive load of the presentation on the learner. The switches appear to show synchronization attempts (or failures) between the speaker and the multimedia, and yield insight for managing optimal cognitive load. Interviews clarified these eye-tracking results, and together they confirm and expand several helpful guidelines for multimedia use in instructional videos.
07 Asia TEFL: Web-based video self-analysis of conversation and presentationsgetchan
Outline of a project during 2005 -2007 when students in an EFL conversation class videotaped conversations and presentations, analysed them, and practiced points in order to improve.
Web-based video training & feedback in oral production classesgetchan
1. The document discusses using web-based video to provide training and feedback for students in oral production classes in English.
2. Students record conversations or presentations, upload the videos, analyze their performance, set goals for improvement, and practice with the goal of improving.
3. The approach aims to guide students in reflection and improvement through video analysis while maintaining student autonomy over the process.
Text vs. Video Reflections: Teacher Perceptions of their Instructional Effect...ACS Athens
This study examined teachers' perceptions of using video reflections compared to text-based reflections in online graduate classes. 84 pre-service and in-service teachers enrolled in human development courses produced both written and video reflections as part of their coursework. A survey found that students found video reflections more challenging to produce due to technical skills and comfort speaking on camera, though they provided advantages like seeing others and increased personalization. While students reported gaining technical skills, they still preferred written reflections overall. The study concluded that more exposure and practice with video reflections was needed to fully understand students' perceptions.
R211 okada sawaumi ito2017 effects of observing model video presentations on ...Takehiko Ito
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G240 Okada, Y.,Ito, T., & Sawaumi, T. (2015, November). Effects of Observing Model Video Presentation on Japanese EFL Learners’ Oral Performance. GLoCALL 2015 International Conference, Daejeon, South Korea.
1. GLoCALL 2015 @Pai Chai University, Conference, November 12-14, 2015
Effects of Observing Model Video
Presentation on Japanese EFL Learners’
Oral Performance
Yasuko Okada, Seisen University, Japan
Takehiko Ito, Wako University, Japan
Takafumi Sawaumi, Kanagawa University, Japan
1
4. Observational learning:
Bandura(1977)
One of social learning theories .
People observe others and acquire a new
human behavior by modeling them.
When people observe an inappropriate
model, they would not imitate it because a
negative effect would be expected.
People’s cognitive skills should be developed
by observing both appropriate and
inappropriate models.
4
5. Observational learning: Okada,
Sawaumi, & Ito (2014)
Japanese university students (N = 29) in an
EFL context
Compared between high and low English
proficiency groups.
Model video clips were selected from
video-recorded presentations of students.
Successful model videos were shown to
both groups.
5
6. Observational learning (cont’d)
Observing model video was effective for high proficiency
group, but intimidated low proficiency learners
There was a large gap of English ability between the model
video and their own.
6
7. Aptitude Treatment Interaction
(ATI)
A pedagogical concept proposed by
Cronbach & Snow (1977)
Interaction effects between teaching
methods and learners’ aptitudes on
maximizing instructional effect.
Research of ATI is not robust (Namiki,
1993).
7
8. Research Aims
1. To investigate an interaction effect
between types of model video
presentations (successful vs.
average) and levels of English
proficiency (high vs. low) using self-
and peer-evaluation.
2. To examine whether not only
successful model videos but also
average presentations enable
students to develop their cognitive
skills.
8
11. Two Classes
Class A: 12 students
Class B: 15 students
Placed into each class based on their scores of TOEIC Bridge
test.
Class size & Student test scores: No significant difference
Taught by the same instructor (the first author).
11
12. Data Collection Procedures
Three oral presentation were
administered.
Memorized each topic
180-200 words
12
Taught how to maintain good posture, eye contact, as well as
English pronunciation, rhythm, and intonation.
13. Research Design
• Quasi-experimental design
• Revised nonequivalent groups pretest-posttest
design
O: Evaluation (first, second, third self- & peer-evaluation)
X: Treatment (successful model video vs. average model
video)
13
O1 X1 O2 X2 O3
O1 X2 O2 X1 O3
14. Presentation Cycle
Model Video
Observation
(Class A: 1. successful, 2. average;
Class B: 1. average, 2. successful)
14
Oral Presentation
(video-recorded)
Self- & Peer-
Evaluation
(while watching recorded-
performance)
18. Data Analysis Scheme
English proficiency group as an independent
variable.
Repeated measures ANOVA
Class (Class A vs. Class B) and Proficiency (high vs.
low) as between-participants factors.
Time of presentation (first vs. second vs. third) as a
within-participant factor.
3 subscales were used: voice control, body
language, effectiveness
IBM SPSS 22.0 was used.
18
21. Text Mining & Content Analyses
Text Mining Studio 5.1 by NTT Data Mathematical Systems
Inc. was used.
The two classes were compared.
Student performance & video observation reflections were
analyzed.
Word frequency analysis
21
23. 2nd Presentation Performance
Reflection
Class A
• “What I had learned from the (successful) model
videos was to make an oral presentation with a
smile.”
Class B
• “From watching the (average) model video
presentations, I learned that posture and eye contact
were also the important factors to make the
presentation impressive. Therefore, I practiced for my
presentation, focusing on these aspects in addition to
speaking volume.”
23
24. 3rd Presentation Performance
Reflection
Class A
• “Although I paid attention to eye contact, I became lost
when I didn’t know what to say. I could only look up
the ceiling.”
Class B
• “After watching the successful model videos, I worked
hard to make my pronunciation better. At the
presentation, I spoke as if I had been a native speaker of
English.”
24
26. Video Observation Reflection
(cont’d)
Class A
• “Since there was something I wanted to imitate in the
first model videos, I focused on it when practicing my
presentation. The first model video presentations were
very effective... For the second model videos, I could
observe what I needed to improve and keep to practice
for my oral presentation, paying attention to it.”
26
27. Video Observation Reflection
(cont’d)
Class B
• “It was very good because I observed the video as a model
when I felt I was missing something but I didn’t know how to
improve it. In addition, I found a difference of my own
presentations before and after model video observations.”
27
29. Discussion
The study failed to show the interaction effect
between teaching methods (successful vs. average
model videos) and students’ language proficiency
(high vs. low)
However, it successfully showed interaction effects
of teaching methods and class (Class A vs. Class B).
Successful and average model video presentations
affected students’ performance differently.
29
30. Discussion (cont’d)
Successful model video presentations was effective
for students to increase their motivation.
Average model videos help enhance students’
awareness of incomplete aspects of the skills and
attempt to bring out positive effects instead of
imitating the average model videos.
Average model videos first and successful ones
next would work better for learners.
30
31. Limitations
Due to quasi-experimental design, there was not a
large number of participants for the study.
It would be necessary to investigate how students’
own recorded video affect their practice and
presentations when used with model videos
together.
31
33. Conclusions
Observational learning can be applicable for EFL
learners to improve their language and
presentation skills by observing model videos.
Sequence of model observations may affect
learners’ performance .
Teaching students could benefit from observing
both successful and average model presentations
to develop their cognitive skills.
33
34. Acknowledgment
This work was supported by JSPS Grant-in-Aid for
Scientific Research (C) 15K02530.
The first author would specifically like to highlight
the ongoing support of Research Institute for
Language Education at Seisen University in Tokyo,
Japan.
34
Thank you for listening!