Takuro FUJITA National Institute of Technology(KOSEN), Fukui College takuro619@gmail.com The 17th Asia TEFL International Conference & The 6th FLLT International Conference June 30 2019 This work was supported by JSPS KAKENHI Grant Number JP17K04831.
preferably teachers and learners together) working to understand: (a) what they want to understand, following their own agendas; (b) not necessarily in order to bring about change; (c) not primarily by changing; (d) but by using normal pedagogic practices as investigative tools, so that working for understanding is part of the teaching and learning, not extra to it; (e) in a way that does not lead to ‘burn-out,’ but that is indefinitely sustainable; 2. in order to contribute to (f) teaching and learning themselves; (g) professional development, both individual and collective. Allwright (2003, p.p.127-128)
‘quality of life’ first 2. work primarily to understand language classroom life 3. involve everybody 4. work to bring people together 5. work also for mutual development 6. integrate the work for understanding into classroom practice 7. make the work a continuous enterprise Allwright (2003, summarized from pp.128-130)
to improve my students’ quality of life in the classroom, and 2. to understand language classroom life, 3. by using normal pedagogical tools I tried to 4. involve my students and 5. make the work a continuous enterprise
‘blending face-to-face plus web-based learning’ - excludes the use of CD Rom and other technologies and therefore could be seen as excessively restrictive. (Sharma, 2010, p.457)
Methods • Semi-structured interviews to employers, civil engineers, civil engineering lecturers, former civil engineers students, and ESP teachers • Results: 33 communicative events • Reading: design drawings, written instructions/advice, computer programs, textbooks, abstract of projects etc. • Writing: Safety checklists/forms, e-mails, minutes of meetings, daily/periodic reports etc. • Speaking: oral presentation, meetings/seminars, occasional visits, everyday tasks and duties, and daily life situations • Listening: spoken instructions/advice and international seminars/conferences. • Multi-skills: technical terms in professional conversations, and applying for a job
Methods • Semi-structured interviews to students and engineering teachers at KOSEN and Japanese engineers • Results: 6 task-types 15 target tasks • Affiliation: Introducing one’s company, describing one’s company’s products, collecting information about companies • Socializing: Daily conversations • Business: Arranging schedules, Reporting on the progress of work, discussing work-related matters, giving instruction/advice • Research and Engineering: Searching for technical information, reading academic articles and technical documents, explaining the operation of machinery • Learning English: Studying English
- lack of time for communication (huge amount of time for explicit instruction) Kameyama, Aoyama & Takeda (2017). Fundamental Science in English I. Seibido - Numbers & Calculations - Figures, Graphs, Functions - State of substance, Ions - Electricity, Heat - Human body - Stars and planets - Energy
- lack of time for communication (huge amount of time for explicit instruction) Kameyama, Aoyama & Takeda (2017). Fundamental Science in English I. Seibido - Numbers & Calculations - Figures, Graphs, Functions - State of substance, Ions - Electricity, Heat - Human body - Stars and planets - Energy
took an English course with blended learning approach. - Homework (instructional videos + vocabulary exercise) -> quiz, pair-work (linguistic practice) -> task - Reaction paper was collected and analyzed qualitatively. Results - increased pedagogy : usability of LMS, Simplicity of grammar instructions, a positive attitude toward English classes - increased flexibility and accessibility
about F2F classes and WBT, the points students understood, did not understand, what they want to do at English classes. • More than 100 letters in Japanese • Qualitatively analyzed • Google form
word problems • Describing the way of finding area and volume of polygons Vocabulary exercise Reading & FFI Receptive Task Production Task • Introduction of new words • Translation practice (pair-work) • Comprehension check • Explicit grammar instruction (only Lesson 1) • Word problems about addition, subtraction etc. • Word problems about polygons • Instructional videos (explicit grammar instruction) • Vocabulary quiz (Quizlet)
own pace, according to their level of understanding. Results: Extract I like English classes because I could study at my own pace at the e- learning room. Even if I didn’t understand some parts, I could watch instructional videos repeatedly and work on these points again and again. Personalized learning
they are, and whenever they want to. Results: Extract I think studying with instructional videos is very convenient and efficient, because I can utilize them wherever I am, and whenever I want to. Studying anywhere and anytime
web-based training. Extract I want you to continue blended learning approach because I can experience both e-learning, which enables me to study at my own pace, and face-to-face classes, where I promote my understanding of the content of lessons by discussing opinions and thoughts with other people. I feel preparing for English classes is very important, so I will study hard. Orientation of different teaching approaches Results:
anywhere • Increased Effectiveness • Orientation of different teaching approaches • Increased understanding of lesson contents • Acquiring the habit of studying at home Results: reaction papers
own pace, according to their level of understanding. Results: Extract I liked English classes because I could study at my own pace at e- learning room, and even if there were some points that I didn’t understand, I could watch instructional videos repeatedly and work on that point again,. Personalized learning
they are, and whenever they want to. Results: Extract In the latter term, the teacher required us to watch instructional videos and prepare for English classes. I studied at home when I had free time. I studied on the train on my way to and from school. The preparation for English classes promoted the understanding of the content of lessons. In face-to-face classes, the teacher took time for speaking activities, so I could practice conversation, which I think is efficient way of utilizing class time. Studying anywhere and anytime
web-based training. Extract Preparing for English classes with instructional videos and working on a task in face-to-face classrooms is good, because I can review efficiently by watching the videos repeatedly, and I can also learn new contents in the classroom. Orientation of different teaching approaches Results:
lessons. Extract I realized that preparing for next English classes promotes understanding of lessons, so I will keep doing it. Review quiz, which was conducted at the beginning of each lesson, and review tests, which was conducted at the end of the unit, make me study, so they are very useful. I want you to give us more opportunities to study at the e- learning room. Increased understanding of lesson contents Results:
and made them know how to study English. Results: Extract Preparing for English classes enabled me to form a habit of studying at home, and I feel like studying not only English but also other subjects, which has resulted in spending more time for studying. Acquiring the habit of studying at home
flexibility and increased pedagogy (Graham, 2006) • formation of good learning habit + increased understanding of lesson contents (flipped approach) • WBT is suitable for explicit grammar instruction. • WBT: explicit grammar instruction • F2F classes: communicative activities and tasks • Applicable for different graders • Fujita (2018): 3rd-graders • This study: 1st-graders • Digital Divide • careful consideration of distributing WBT is essential.
language teaching. Language Teaching Research, 7, 113-141. Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 3−21). San Francisco, CA: Pfeiffer. Fujita, T. (2017). A needs analysis for constructing a task-syllabus in the National Institute of Technology. JABAET Journal, 21, 5-33. Fujita, T. (2018). A case study on blended learning in English classes teaching at the National Institute of Technology. Paper presented at The 12th International Symposium on Advanced in Technology Education, 78-83. Kameyama, T., Aoyama, M., & Takeda, J. (2017). Fundamental Science in English I. Seibido. Kaewpet, C. (2009). Communication needs of Thai civil engineering students. English for Specific Purposes, 28, 266-278. Kogo, C., & Tominaga, A. (2010). Changes of learners’ adaptability to e-learning after the blended course completion. Research report of JSET Conferences, 103-110. Sharma, P. (2010). Blended learning. ELT Journal, 64, 456-458. Sharma, P., & Barret, B. (2007). Blended learning: Using technology in and beyond the language classroom. London: Macmillan Education.
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